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This  Problem  calls  for  reason. 
"He  who   will    not   reason    is   a   bigot; 
He  who  cannot  is  a  fool; 
He  who  dare  not  is  a  slave." 


THE    AUTHOR 

IN 

1879 


JAN294916 


GLENN    WIMSLOW 

OPTOMI 

711  SJORY  >BUK.D1NG 
:l.es.  cau. 


Photogravure  from  the  fine 
steel  engraving  by  Clark  in 
the  History  of  South  Dakota 


OCULO-DIDACTICS 

OR 

EYE  CULTURE 


BY 

CHARLES    HENRY   TAYLOR 


A  SYSTEM  OF  EYE  TRAINING 
USED  FOR  MANY  YEARS  BY  THE 
ORIGINATOR  AND  FOUNDER  IN 
PUBLIC  SCHOOLS,  COLLEGES 
AND  STATE  INSTITUTIONS 
AND  PRIVATE  PRACTICE.      ^ 


PRICE    ONE    DOLLAR 

_  0555. 


Published  by  v_>'l'2. 

OPTOMETRY  PUBLISHING  COMPANY 

KANSAS  CITY,  MO. 

TpJUqV5Ry  0?-TH5; 
LOS  ANGEtES  SCUtlflJ/DF  QPTOMETRY 

BLVD. 

[f. 


COPYRIGHT    1915 
OPTOMETRY  EDUCATIONAL  BUREAU 


OPtOAA 
CONTENTS 


PREFACE n 

INTRODUCTORY 13 

CHAPTER  I. 
PRINCIPLES  OF  OCULO-DIDACTIG5 19 

CHAPTER  II. 
OCULO-DIDACTICS  IN  SCHOOLS 27 

CHAPTER  III. 

OCULO-DIDACTICS  IN  SCHOOLS— Continued 35 

CHAPTER  IV. 
OCULO-DIDACTICS   IN   GENERAL  PRACTICE 4! 

CHAPTER  V. 

OCULO-DIDACTICS  IN  GENERAL  PRACTICE— Continued.  51 

CHAPTER  VI. 

OCULO-DIDACTICS  IN  GENERAL  PRACTICE— Continued. 5  7 

CHAPTER  VII. 

OCULO-DIDACTIC  PROCEDURES 63 

CHAPTER  VIII. 
GENERAL  OCULO-DIDACTIC  EXERCISES 69 


PREFACE 

In  1707  Antoine  Maitre-Jan  gave  a  description  of 
complaints  which  he  thought  ''Arose  from  the  strain 
of  the  eye."  In  1824  Dr.  W.  Kitchneti  wrote  of  "Peo- 
ple who  required  glasses,  but  neglected  to  use  them." 
In  1832  Wilier  enumerated  several  "symptoms  aris- 
ing from  strained  eyes."  In  1837  Sichel  mentioned 
"a  group  of  symptoms,  arising  from  excessive  use  of 
the  eye."  In  1850  Piorry  said  that  "Oscillation  nerve- 
ness  had  its  seat  in  the  eye."  In  1867  the  author  as- 
serted that  he  "could  see  no  reason  why  the  eye  could 
not  be  improved  by  proper  culture,  as  well  as  any 
other  organ." 

Since  then  the  author  has  been  much  interested  in 
the  technics  of  visual  images  with  the  result  that,  he 
has  become  a  confirmed  expounder  of  scientific  eye- 
culture.  In  view  of  what  Fauchet  said:  "No  author 
is  so  poor  that  he  cannot  be  of  some  service,"  we 
hope  that  this  effort  may  not  be  fruitless. 

"The  book  to  read  is  not  the  one  which  thinks  for 
you,  but  the  one  which  makes  you  think."  This 
contribution  is  not  designed  for  lazy  readers,  or  those 
who  require  their  thinking  to  be  done  for  them.  The 
aim  is  to  invite  thoughtful  attention  to  universal 
principles,  and  thus  prompt  professionals  to  carefully 
distinguish  pedantries  and  artificialities  from  the  real- 
istics,  so  as  to  heed  the  best  interests  of  patrons 
without  being  hampered  by  empiric  rule  dictations. 


OCULO- DIDACTICS 

s  s  s 

INTRODUCTORY. 

Pedagogic  theorizing  is  perennial  and  boundless  in 
speculation  for  writers.  But  most  efficient  readers 
have  a  philosophy  of  their  own,  so  the  first  thing  they 
wish  to  know  is  what  is  the  author's  philosophy.  A 
writer's  philosophy  may  not  be  popularly  recognized, 
nor  be  in  unison  with  any  technical  system  extant,  but 
it  often  has  an  unconscious  subtlety  which  gives  a 
strong  bias  to  the  writer  as  well  as  to  the  reader. 

But  through  it  all,  Dame  Nature  continues  to  oper- 
ate exactly  according  to  her  own  way  of  doing,  before 
which  the  exquisite  philosophical  wisdom  of  writer  or 
reader  collapses  into  insignificance.  One's  philosophy 
may  be  philosophic  enough  to  serve  somewhat  as  an 
instrument  with  which  realities  may  be  influenced  in 
results.  Yet  it  often  serves  as  an  anti-ingenious  and 
an  anti-investigative  force  to  impede  rather  than  to 
prompt  inductive  logic  from  the  study  of  the  condi- 
tions which  harmonize  with  nature.  Perhaps,  in  no 
art,  is  it  more  essential  for  skilled  operators  to  obtain 
a  clear  understanding  of  nature's  conditions,  and  to 
know  the  peculiar  properties  of  the  material  they  are 
dealing  with,  than  in  didactic  art,  in  general,  or  in 
Oculo-didactic  art,  in  particular. 

Scientific  eye-culture  is  a  plain  phase  of  didactic  art 
by  which  the  eyes  are  brought  to  betterment  accord- 


14  OCULO-DIDACTICS 

ing  to  nature's  mode  of  developing  the  human  facul- 
ties. Eye-culture  not  only  benefits  the  normal  eye 
in  its  physical  activities  and  in  its  accuracy  in  seeing, 
but  it  is  a  means  of  guarding  against  abuses  of  the 
eye,  and  prevents  many  derangements  due  to  its 
school  and  clerical  uses.  Many  acquired  troubles  of 
the  eye  can  often  be  modified  and  some  entirely  coun- 
ter-balanced by  proper  eye-culture.  It  not  only  pre- 
vents much  of  the  acquired  ill  results  from  abuse  of 
the  eye,  but  it  is  a  practical  means  for  the  training  of 
normal  eyes,  better  to  sustain  the  tax  that  is  imposed 
in  practical  life  work,  which  requires  ability  to  see 
accurately  and  continuously. 

This  culture  is  to  the  eyes  what  physical  training 
is  to  the  bodily  structure,  or  in  other  words,  it  is  phy- 
sical culture  applied  to  the  eye  in  a  suitable  manner. 
Of  course  deficiency  in  native  ability  is  insurmount- 
able, but  by  proper  culture  the  capability  of  the  eye 
can  be  greatly  improved  in  flexibility,  power,  ease, 
harmony,  endurance  and  proficiency,  also  its  accuracy 
and  acuteness  in  vision  can  be  greatly  increased. 

The  author  takes  the  position  that  reasonable  in- 
fluence properly  exercised  upon  the  eye  may  effect  ex- 
cellent results,  while  unfavorable  influences  and  ad- 
verse conditions  may  effect  results  which  are  detri- 
mental to  the  eye  and  in  many  cases  seriously  affect 
the  whole  being. 

Many  readers  seem  to  consider  it  essential  for  a 
writer  to  fully  elaborate  upon  the  application  of  exact 
ways  and  means  of  doing  things  for  the  benefit  of 
those  who  are  not  so  informed  as  to  be  masters  of  their 
profession.  But,  as  before  indicated,  the  plan  of  the 
writer  is,  first:  to  INVITE  attention  and  a  consid- 
eration of  principles  upon  which  the  subject  is  based, 
rather  than  to  elucidate  methods  of  doing  by  rule,  for 


OCULO-DID  ACTIOS  15 

rules  are  empiric,  but  principles  are  eternal  and  flex- 
ible truths. 

There  is  more  or  less  hankering  for  superior  knowl- 
edge by  rule  because  the  understanding  of  principles 
requires  the  exercise  of  wisdom  to  comprehend  them 
so  as  to  use  them  rightly.  But  principle,  in  the  sense 
we  use  it,  is  the  fundamental  truth  or  essential  ele- 
ment used  as  the  primary  proposition  of  true  philo- 
sophical science,  and  the  issue  at  stake  is  the  ground 
of  justification  as  the  means  to  an  end  in  didactic  re- 
sults. The  cognate  problem  is  practical  results  and 
the  ransacking  of  nature's  laws  for  means  to  attain 
the  required  results. 

These  chapters  will  be  mainly  confined  to  a  few  of 
the  eternal  principles,  essentially  involved  for  intelli- 
gent and  thoughtful  professionals  to  consider  accord- 
ing to  their  own  philosophy,  and  to  make  use  of  as  cir- 
cumstances may  admit  in  grappling  with  the  condi- 
tions as  found  in  their  every-day  practice. 

While  there  is  no  attempt  at  exhaustive  detailed 
elaboration  of  how  to  do  in  all  cases,  we  hope  that 
whatever  the  contribution  may  lack  in  serving  those 
who  require  their  thinking  to  be  done  for  them,  it  may 
not  cause  a  misunderstanding  of  the  essential  prin- 
ciples by  the  more  thoughtful,  if  what  follows  is  cor- 
rectly understood.  And  while  Oculo-didactics  affords 
a  wide  field  and  a  profitable  one,  in  the  mat- 
ter of  benefit  to  humanity,  as  well  as  the  more  sor- 
did one  of  dollars  and  cents,  it  has  its  limitations  of 
utility,  as  well  as  other  classifications  in  ophthalmic 
science.  It  is  a  part  of  the  specialist's  duty  to  dis- 
criminate and  proceed  according  to  the  peculiar  con- 
ditions of  each  individual,  and  to  keep  within  range  of 
his  qualifications  to  serve  the  best  interests  of  his 
patrons. 


16  OCULO-DID  ACTIOS 

This  brief  summary  of  the  author's  reflections  for 
many  years  has  quietly  waited  for  an  auspicious  time 
for  its  dedication  to  those  professionals  who  realize 
the  necessity  of  heeding  nature  for  results  in  eye  con 
ditions  rather  than  in  forcing  abnormal  developments 
or  mechanical  "assistance". 

In  view  of  the  fact  that  this  is  such  an  unfamiliar 
subject  in  more  senses  than  one,  it  seems  advisable 
to  refer  to  a  list  of  practical  results  attained  by  the 
employment  of  this  science  to  indicate  a  possible 
range  in  utility  by  others.  The  list  of  brief  excerpts, 
culled  from  statements  of  reliable  men,  is  to  indicate 
that  this  new  problem  is  not  unworthy  of  careful  con- 
sideration by  thoughtful  professionals.  These  testi- 
monials are  but  a  few  from  among  the  many  in  pos- 
session of  the  author,  relative  to  results  of  Oculo- 
didactics,  as  practiced  by  him  in  the  schools  and  col- 
leges. 

"Dr.  C.  H.  Taylor's  work  has  been  eminently  satis- 
factory, and  our  records  show  that  both  health  and 
scholarship  have  been  much  improved  in  those  who 
have  followed  his  teaching  and  system." 

"Dr.  C.  H.  Taylor's  work  has  almost  without  excep- 
tion, done  great  good.  His  general  advice  is  excel- 
lent." 

"The  students  and  faculty  of  the  State  Agricultural 
College  of  this  State  have  reaped  great  good  from  Dr. 
Taylor's  services  during  the  past  two  or  three  years. 
I  believe  that  the  eyesight  and  health  of  many  stu- 
dents have  been  saved  by  his  services." 

"Dr.  C.  H.  Taylor  has  several  times  examined  the 
eyes  of  our  students  and  the  benefits  resulting  to  the 
children  cannot  be  over-estimated.  Many  sad  cases 
have  been  cured,  and  others  much  helped  by  follow- 
ing his  system  of  Oculo-didactics." 


OCULO-DIDACTICS  17 

"The  principles  of  Eye-Culture  are  as  true  as  any 
taught  and  will  live  as  long.  I  have  seen  it  demon- 
strated in  the  schools." 

"Having  had  excellent  opportunity  in  connection 
with  my  college  work  to  become  familiar  with  the 
work  of  some  of  the  most  noted  eye  specialists  in  the 
West,  I  take  pleasure  in  saying  that  Chas.  H.  Taylor 
ranks  among  the  best  and  most  successful  operators 
I  have  ever  met." 

"I  have  great  confidence  in  Oculo-didactics  and  am 
very  much  pleased  with  the  work  here." 

"Having  given  considerable  attention  to  the  subject 
of  ophthalmology  and  witnessed  the  work  of  promi- 
nent specialists,  I  have  become  convinced  that  Dr.  C. 
H.  Taylor's  work  is  thoroughly  original  and  fraught 
with  the  best  results  of  any  system  extant." 


—2 


PRINCIPLES  OF  OCULO-DIDACTICS. 
s  s  s 

CHAPTER  I. 

It  is  a  well-known  criterion  of  excellence  in  any 
procedure,  that  it  depends  much  upon  its  fitness  for 
accomplishing  the  objective  purpose,  and  its  real  value 
is  estimated  by  its  worth  to  man.  In  considering  this 
new  problem  its  value  depends  much  upon  unfamil- 
iar realities  which  can  be  consistently  employed  so  as 
to  benefit  those  who  strive  to  make  it  pay.  If  there  is 
no  strife  to  test  it,  then  it  is  proportionally  a  waste  of 
energy.  This  principle  may  be  applied  to  the  reader 
and  the  patient,  regardless  of  its  possible  value  to  the 
world.  Therefore,  the  true  valuation  of  this  new 
problem  depends  much  upon  co-operative  effort.  Our 
trust  and  main  dependence  is  upon  the  interest 
aroused  among  progressive  professionals  who  can  and 
will  try  to  reason  and  make  an  effort  to  sift  the  mat- 
ter carefully,  so  as  to  cull  the  realities  to  nourish 
their  own  mental  understanding  of  the  universal  prin- 
ciples involved. 

A  correct  understanding  of  Oculo-didatics,  even  to 
those  best  posted  in  the  science,  cannot  be  reached 
in  a  single  bound,  or  brainless  efforts  to  echo  some 
ipsi  dixit  dictation  without  understanding  the  uni- 
versal principles  involved,  which  vitalize  the  proced- 
ure. The  first  effort  is  duly  to  consider  what  men- 
tal ability  is  directly  taxed  in  order  to  learn  the  re- 
quirements in  regard  to  the  anatomical  structure  and 
physiology  of  the  eye  as  set  forth  in  books — also  that 
tendency    now    to    learn  ,  some    of    the    pathological 


20  OCULO-DIDACTICS 

conditions;  also  the  science  of  arithmetic  sufficient 
to  understand  the  subject  of  refraction,  and  there- 
by estimate  the  errors  of,  and  the  fellowship  rela- 
tions of  the  two  eyes.  In  order  to  become  an  ef- 
ficient master  of  Oculo-didactic  science,  it  necessi- 
tates this  knowledge  of  optometry,  combined  with 
suitable  knowledge  of  didactics,  'physiology,  atavism, 
idiosyncrasy,  and  psychological  sciences;  in  order  to 
estimate  what  the  true  discordant  conditions  of  the 
eyes  are,  when  in  the  act  of  seeing,  and  to  understand 
how  to  equipoise  all  of  the  discordant  relationships 
when  designing  procedures,  or  glasses,  best  to  enable 
the  eyes  to  perform  their  functions  according  to  na- 
ture, in  obedience  to  the  influence  of  mind  and  will 
of  the  individual. 

Hence,  while  Oculo-didactics  is  embraced  in  oph- 
thalmic science,  it  invades  a  field  of  science,  that  is 
far  from  being  one  in  practice  or  in  results.  The  suita- 
bleness of  either  for  attaining  the  most  valuable  and 
reliable  results  in  benefiting  the  afflicted  is  the  true 
criterion  as  to  their  relative  merits. 

The  study  of  Oculo-didactics  calls  for  the  exercise 
of  unbiased  reason,  for,  take  whatever  coui-se  one 
may  decide  upon,  he  has  to  deal  directly  with  Na- 
ture's laws.  Therefore,  an  efficient  operator  must 
carefully  observe  and  reason  as  to  causes  and  effects 
in  order  to  determine  intelligently  upon  the  most 
probable  so  as  to  resolve  upon  a  suitable  course  upon 
which  to  act.  The  most  suitable  procedure  in  many 
cases  would  be  wanting  in  others  where  errors  of  re- 
faction, according  to  optometry,  appear  very  similar, 
and  are  often  fitted  alike,  regardless  of  the  fact  that 
there  are  no  two  pairs  of  eyes  exactly  alike,  and  it  is 
irrational  to  attempt  to  treat  unlike  things  in  any  like 
manner  unless  it  is  to  destroy.  So  we  repeat:  The 
essential  problem  in  Oculo-didactics  is  to  decide  just 


OCULO-DIDACTICS  21 

what  are  the  factors  to  be  heeded  in  order  to  equipoise 
all  of  influential  conditions  so  as  to  derive  the  best 
results.  And  this  cannot  be  attained  by  brainless  de- 
votion to  any  authority,  it  matters  not  how  "high"  or 
popular  that  "authority,"  or  how  "classic"  the  course 
of  one's  education,  because  such  guidance  when  stand- 
ardized becomes  crystallized;  and  any  crystallized 
guidance  by  rules  has  no  elastic  principle  of  organic 
ability,  or  the  real  truths  of  Nature.  Hence  the  key- 
note of  Oculo-didactics  is  in  learning  how  to  under- 
stand each  individual  as  a  whole  so  as  to  become  bet- 
ter able  suitably  to  co-ordinate  the  procedures  with 
various  natures,  for  when  harmony  of  Nature's  con- 
ditions is  interfered  with,  there  is  a  discord. 

We  deem  it  unnecessary  to  enter  upon  detailed 
guidance  for  professional  procedure,  for  specialists 
are  supposed  to  be  posted  in  their  particular  fields, 
and  excellent  works  upon  all  of  those  subjects  are 
easily  obtained  to  refresh  the  mind,  if  desired.  There- 
fore, it  becomes  necessary  only  for  investigators  in- 
dependently to  observe  and  reason  so  as  to  exercise 
good  judgment  and  ingenious  intelligence  in  trying 
to  understand  each  individual  case,  and  in  designing 
special  procedure  in  this  professional  artistry,  so  as 
to  attain^  excellent  results.  And  in  this,  one  must  act 
independent  of  authority,  rule,  system,  fondled  no- 
tion, cherished  belief,  confidence,  prejudice,  or  any 
other  bias. 

The  power  of  mind  to  observe  correctly,  so  as  to 
perceive  the  realities  and  to  understand  their  har- 
monious relationship  in  nature's  work  is  the  course 
in  each  procedure,  so  as  to  influence  or  sway  the  nat- 
ural forces  correctly,  for  in  all  cases  there  must  be 
unlimited  consequences  which  correspond  absolutely 
according  to  the  combination  of  nature's  forces  and 
the  art  employed. 


22  OCULO-DIDACTICS 

It  is  an  axiomatic  principle  in  Oculo-didactics  that 
when  the  combined  activities  of  the  eyes  are  in  uni- 
son, the  result  is  harmony  in  functions,  and  when 
there  is  any  discordant  relation  there  is  some  inhar- 
monious condition  which  tends  to  strain,  if  not  to 
enfeeble  the  eyes.  The  completeness  of  an  optomet- 
ric  undertaking  depends  upon  all  parts  being  in 
harmony  with  all  other  parts,  individually  and  col- 
lectively as  a  whole.  The  eye  can  be  complete  only 
so  far  as  all  parts  and  powers  have  their  full  and 
legitimate  activities  in  complete  harmony.  Efficient 
service  in  Oculo-didactics  necessitates  a  careful  study 
of  the  make-up  in  alacrity  of  motion,  pose  of  head, 
shoulders  and  chest;  the  expression  of  mouth;  ap- 
pearance of  nose;  throat  and  ears,  as  well  as  of  the 
eyes,  for  they  are  all  language  of  Nature,  pertaining 
to  the  eyes.  It  is  also  necessary  to  test  the  acuteness 
of  the  senses  and  mental  acuity  so  as  to  note  any 
demure,  relaxed  indications,  or  flabby  manifestations, 
for  they  are  all  truthful  expressions  of  the  predis- 
posed tendency  or  results  of  eye  conditions.  There  is 
a  peculiar  degeneracy  of  eyes  from  the  same  cause. 
The  entire  range  of  human  quality  from  the  strong, 
robust  and  healthy  organism,  to  the  most  feeble  be- 
ing, and  thein  experiences  are  factors  as  to  the  proba- 
ble conditions  of  eyes,  besides  the  mere  errors  of  re- 
fraction, to  be  heeded  in  glass  fitting. 

Physiology  is  an  essential  branch  of  information, 
because  all  the  functions  are  factors  of  the  entire  be- 
ing, according  to  its  nature  and  experiences,  and  the 
reflexes  often  play  a  part  in  the  eye  conditions. 

All  the  human  family  are  not  exactly  alike;  they 
not  only  differ  in  size,  shape,  complexion,  skin,  hair, 
features,  head,  limbs  and  color,  but  in  mind  and  eye. 
The  "New  Physiognomy  or  Signs  of  Character,"  by 
Wells,  is  a  valuable  assistance  in  the  study  of  man. 


OCULO-DIDACTICS  23 

in  various  respects,  without  encroaching  upon  the 
immortality  songs.  And  what  is  true  of  physiognomy 
resting  on  character  is  no  less  true  of  eye  conditions 
resting  on  physiology,  for  there  is  a  universal  law  of 
correspondence  of  effects  in  efficient  forces. 

It  is  well  known  that  ''round  apples  grow  on  round 
topped,  short  limbed  and  thick  bodied  trees,  and  ob- 
long apples  on  tall,  long-limbed  trees."  Should  it 
be  incredible  therefore,  to  say  that  round  heads,  faces 
and  eyes  may  be  predicted  of  round,  plump  bodies, 
and  that  high  heads  and  long  faces  and  bodies  in- 
dicate corresponding  eyes.  Incongruity  in  homogen- 
eous organs  will  interrupt  harmonious  relationship  of 
parts  and  cause  discord,  and  it  is  no  less  true  in  regard 
to  eye  functions  being  harmonious  with  other  func- 
tions. 

The  law  of  homogeneousness  wherein  every  part  of 
a  being  corresponds  with  every  other  part  and  with 
the  whole  is  so  reliable  and  conformable  that,  lay  be- 
fore such  scientists  as  Professor  Owen  a  single  bone 
of  an  animal,  and  he  can  construct  the  entire  osseous 
frame-work  and  clothe  it  with  muscles  according  to 
its  original  structure.  When  a  single  scale  of  a  fish 
was  placed  before  Professor  Agassiz,  he  was  able  to 
do  the  same  regarding  the  original  fish.  The  law  of 
homogeneousness  regarding  human  physiology  and 
the  eye  function  is  no  less  true. 

The  growth  or  development  of  the  different  parts 
or  organs  of  the  body  is  normally  uniform,  the  tend- 
ency being  to  keep  unimpaired,  or  if  impaired,  to  re- 
store the  symmetry  or  harmony  of  the  work.  ''Ex- 
ercise (within  certain  limits),  by  attracting  the  vital 
currents,  strengthens  and  increases  the  size  of  the 
organ  or  part  exercised — therefore,  when  any  organ 
or  part  is  disproportionately  exercised  or  excited,  it 
is  correspondingly  developed  and  the  harmonious  re- 


24  OCULO-DIDACTICS 

lation  of  the  parts  is  impaired."  And  that  law  is 
no  less  true  regarding  eye  conditions,  therefore,  im- 
portant. 

It  is  impossible  for  man  to  contribute  reliable,  de- 
tailed directions  beyond  universal  principles;  but  it 
may  be  said  that  essentials  in  Oculo-didactics  are 
those  principles  embraced  in  atavism,  or  recur- 
rence of  the  original  type  in  the  progeny  of  its 
varieties;  in  physiology,  or  the  science  which  deals 
with  the  phenomena  of  life  of  living  beings;  in  psy- 
chology, or  science  of  mind;  as  embraced  in  the 
science  of  teaching  or  training.  Intelligent  research 
in  this  field  of  realities  will  soon  reveal  that  it 
does  require  a  due  consideration  of  atavism,  because 
the  inherent  proclivities  arising  from  the  original 
type  of  ancestral  nature  may  be  a  very  important 
factor  in  the  nature  of  the  eyes;  therefore,  it  has  to 
be  duly  heeded  in  order  to  harmonize  the  procedures 
with  each  individual  nature.  The  eyes  are  a  part  of 
the  whole  being  and  are  subject  to  the  same  laws  of 
causation,  both  in  the  atavistic  natures  and  their  ex- 
periences. 

Atavism  is  defined,  "the  recurrence  of  any  pecu- 
liarity or  disease  from  which  a  more  or  less  remote 
ancestor  suffered."  Atavistic  proclivities  from  an- 
cestral races  are  often  as  unlike  as  the  typic  natures 
of  the  white,  yellow,  black,  red  and  other  races.  The 
word  as  used  here  embraces  that  instinct,  as  evidenced 
in  precociousness  or  delay  in  the  evolution  of  a  per- 
son in  growth  and  maturity;  or  proclivity  instinct 
as  a  heritage  of  former  times,  due  to  ancestral  ex- 
periences; or  perverse  instinct  which  is  by  no  means 
uncommon,  and  often  plays  an  important  part  in  the 
adaption  to  environment  or  to  eye  experiences.* 

**'The  Mental  Man,"  Wenzhaff,  and  other  works 
on  Human  Nature. 


OCULO-DIDACTICS  25 

Psychology,  or  nature  of  mind,  is  by  no  means  to 
be  ignored  in  the  practice  of  Oculo-didactics,  because 
the  individual  state  of  mind,  including  the  disposition 
and  the  will,  often  plays  a  very  prominent  part  in  more 
senses  than  in  the  exercise  of  reason;  as  evidenced  in 
the  fact  that  imagination  is  often  the  most  conspicu- 
ous manifestation,  and  it  frequently  deceives  the  pa- 
tient, and  thereby  tends  to  mislead  the  optometrist 
who  is  not  a  master  of  the  situation,  and  there  are 
many  patients  who  are  incapable  of  conforming  their 
notions  to  realities. 

Psychology,  in  this  connection,  is  employed  to  dis- 
tinguish the  rational  faculties  or  energies,  powers,  and 
functions  of  the  human  faculty  of  reasoning — or  in 
other  words,  the  phenomena  of  the  mind  whenever 
exercised  in  connection  with  conscious  concepts,  or 
impressions  due  to  sense  preception. 

In  the  originator's  work  he  has  had  cases  where 
glasses  were  being  worn — some  minus  and  some  plus 
spheres,  which  did  not  improve  the  perceptive  vision. 
VVhen  these  eyes  were  tested  with  regular  letters  for 
that  work  the  eyes  would  indicate  50  to  75% — using 
20-20  for  100%,  and  writing  upon  a  blackboard  in- 
dicated nothing  better.  When  tested  with  figures  or 
block  designs,  the  vision  would  run  up  to  100%  and 
sometimes  up  to  120%,  thus  showing  that  these  am- 
blyopic cases  were  not  due  to  refractive  functions  upon 
the  retina,  and  that  lenses  were  not  indicated. 

In  dealing  with  those  "defective"  pupils  upon  whom 
faultless  teachers  failed  to  succeed  in  advancing  in 
scholarship,  one  finds  the  same  principle  of  energy  in 
the  proclivitous  disposition  to  dispose  of  the  percepts 
and  concepts  as  that  of  digesting  food  to  fit  their 
peculiar  natures. 

The  mental  predispositions  of  these  individuals 
had   much   to   do   with   their  visual   functions.     And 


26  OCULO-DIDACTICS 

when  one  takes  into  consideration  that  the  infant  rep- 
resents the  combination  of  parental  forces  derived 
from  parental  sources,  so  that  there  can  be  no  two  in- 
fants alike  in  size,  shape  or  quality,  one  sees  how  im- 
possible it  is  to  take  such  unlike  things  and  treat 
them  in  a  like  manner  and  reasonably  expect  to  ef- 
fect like  results.  Such  efforts  are  irrational,  as  evi- 
denced upon  every  hand  in  human  laws,  rules,  re- 
ligions, schools,  medical  practice,  ophthamology,  op- 
tometry, or  any  other  procedure  which  strives  to 
subjugate  unlike  things  to  like  rules;  therefore,  it 
evidences  another  field  of  action  effecting  the  most 
rational  results. 

The  human  sensations  are  impressions  made  upon 
the  mental  faculties  through  the  medium  of  the  sense 
organs,  which  consist  of  those  of  touch  or  feeling, 
smelling,  taste  and  of  sight;  that  of  feeling  is  the 
most  reliable  and  that  of  sight  is  the  most  unreliable 
sense  organ.  The  acuteness  of  these  sensations  in 
different  individuals  varies  as  widely  as  do  the  notes 
from  the  strings  on  a  violin,  which  range  from  the 
lowest  note  on  the  D  string  up  to  the  highest  note 
produced  from  the  E  string  vibration.  Hence,  the 
underlying  source  of  discords  and  defectives,  in  more 
senses  than  one,  arise  from  the  conditions  of  energy 
which  act  upon  the  central  senses,  and  the  eyes  are 
not  exempt  from  the  volition  forces  traceable  to  men- 
tal conditions  and  from  which  efficient  eye-training 
derives  valuable  assistance. 


OCULO-DIDACTICS  IN  SCHOOLS. 


CHAPTER  11. 

There  is  no  effect  perceivable  tot  or  in  man  but  has 
a  first  cause  which  precedes  it  as  a  creative  force. 
Then  does  the  education  obtained  in  our  schools  lead 
the  learner's  mind  to  inquire  into  the  nascent  state  of 
nature's  conditions  of  doing?  Or,  does  it  skill  the 
sense  faculties  of  students  to  perceive  and  learn  how 
to  best  co-operate  with  nature  in  achieving  desired 
results?  Do  the  pupils  early  cultivate  their  sense 
functions,  and  develop  an  unbiased  skill  in  tracing 
things  to  their  genesis  in  order  to  find  the  true  start- 
ing point  for  essentials  in  intellectual  attainment  re- 
garding natural  phenomena? 

If  pupils  were  correctly  educated  to  do  those 
things  it  greatly  favors  the  presentation  of  scientific 
consideration  of  the  underlying  conditions  involved 
in  eye-culture.  Because  the  eye  represents  generic  con- 
ditions of  family  qualities  and  condition  of  parental 
existence.  Upon  the  other  hand,  if  one  is  not  thus 
skilled  it  exposes  a  weak  condition  for  inquiring  into 
the  underlying  first  causes  which  effect  results. 

Professional  and  master  practitioners  must  realize 
that  there  is  always  an  underlying  creative  force  from 
which  all  phenomena  of  nature,  or  of  art,  proceed, 
and  without  which  they  could  not  exist. 

This  inquiry  in  tracing  phenomenon  to  its  genesis 
is  by  no  means  any  far  fetched  theory  because  there 
is  always  an  underlying  energy,  or  inherent  quality 
in  human  phenomena  which  constitutes  an  essential 
element  on  which  efficient  professionals  must  be  in- 


28  OCULO-DIDACTICS 

formed  in  order  to  understand  a  pupil  or  patron  in 
body,  or  in  mind,  or  even  to  understand  the  normal 
functions  of  an  organ,  and  the  eye  is  by  no  means  an 
exception.  Then  would  a  consideration  of  the  genesis 
of  the  various  conditions  from  which  eyes  may  have 
originated  be  beyond  a  reasonable  limit  in  this  matter 
of  eye-culture.  This  is  asked  because  the  child's  eye 
as  an  organ  is  a  part  of  the  whole  organism  and  it 
partakes  of  the  individual's  conditions  of  existence, 
and  is  subject  to  the  same  laws  that  control  the 
entire  organism. 

There  are  some  general  principles  that  are  well- 
nigh  universal  in  regard  to  human  culture  and  the 
principles  of  eye-culture  are  no  exception.  It  is  along 
those  general  principles  of  human  phenomena  that  an 
efficient  professional  must  begin  to  survey  rather 
than  dive  at  once  into  the  far-back  genesis,  or  to 
attempt   empiric   procedure. 

Consider  the  fact  that  there  have  been  many  eyes, 
evidently  inferior  to  the  average  eye,  which  have  been 
used  freely  and  they  developed  into  excellent  eyes 
because  of  the  conditions  of  usage.  Then,  upon  the 
other  hand,  there  have  been  many  other  eyes  ap- 
parently better  than  the  average  eye  that  became 
deranged  and  abnormal,  instead  of  developing  acute- 
ness,  accuracy,  ease,  freedom,  power,  and  endurance, 
as  the  average  eye  would  likely  do  under  reasonable 
conditions.     Why? 

It  was  because  they  were  not  properly  cared  for 
and  exercised  according  to  true  didactic  principles  of 
culture  of  the  human  faculties.  If  so,  then  can 
teachers  or  specialists  reasonably  expect  to  succeed 
in  protecting  eyes  from  injury  and  bring  them  forth  to 
betterment  by  proper  procedure  unless  they  begin 
by  informing  themselves,  and  then  let  reason  preside 
m  controlling  the   conditions  and   procedure?     Is   it 


OCULO-DIDACTICS  29 

not  true  that  unreasonable  undertakings  must  expect 
to  meet  with  disappointment?  Then,  can  the  eye  be 
exempt  from  the  universal  laws  of  existence? 

Nature  has  her  own  laws  of  cause  and  effect  to 
govern  all  of  her  products,  and  human  undertakings 
are  successful  so  far  as  they  combine  nature's  forces 
according  to  her  laws  so  that  they  act  for  the  purpose. 
When  the  combined  forces  act  together  in  unison  the 
result  is  harmony,  but  when  they  are  discordant,  their 
relations  are  strained  and  inharmonious. 

The  eye  is  but  a  factor  of  the  whole  being  and  like 
other  organs,  it  is  subject  to  nature's  conditions.  The 
eye  is  not  only  responsive  to  remote  discords,  but  it 
may  have  discordant  influence  upon  other  organs. 
Then  are  professionals  exempt  from  the  necessity  of 
working  in  accordance  with  the  laws  of  causation 
which  control  the  success  of  their  procedure,  or  are 
they  subject  to  the  same  laws  governing  other  arti- 
sans in  achieving  desirable  results? 

In  other  lines  of  art  efficient  operators  are  obliged 
to  understand  the  peculiar  qualities  and  nature  of  the 
material  they  have  to  work  with,  including  their  own 
ability,  in  order  to  effect  results  with  reliability.  Then 
in  dealing  with  eyes,  is  it  not  well  at  least,  if  not 
essential,  to  reach  back  as  far  as  circumstances  will 
admit  in  order  to  understand  the  nature  of  the  being 
and  all  the  conditions  of  his  makeup,  so  as  to  decide 
intelligently  how  to  treat  him  according  to  his  in- 
dividuality and  to  work  in  unison  with  nature? 

If  the  eye  is  a  part  of  the  entire  organism,  is  it  not 
well  to  understand  what  is  attainable  in  its  develop- 
ment in  each  individual?  In  all  systematic  breeding 
of  animals,  it  is  expected  that  the  off-spring  will  em- 
brace qualities  peculiar  to  both  male  and  female  pro- 
genitors.    Also,  when  trainers  of  animals  attempt  to 


30  OCULO-DIDACTICS 

train  such  offspring,  it  is  considered  essential  for  them 
to  take  into  consideration  the  nature  and  capacity  of 
each  individual  case  as  they  find  it.  If  so,  where 
does  a  line  of  demarkation  exempt  children  from  the 
universal  laws  of  causation  in  animal  organism? 

The  nature  and  aptitude  of  different  animals  are 
usually  taken  into  consideration  before  proceeding  to 
train  any  of  them  to  a  purpose.  The  procedure  is 
supposed  to  be  ordered  according  to  their  nature  and 
aptitude.  It  is  generally  considered  that  a  trainer 
must  be  at  least  stupid,  if  nothing  worse,  if  he  does 
not  consider  the  nature  and  aptitude  of  an  animal 
before  he  attempts  to  foresee  the  suitableness  of  pro- 
cedure to  the  requirement.  Then  where  do  teachers 
and  professionals  who  ignore  that  principle  belong? 

Upon  every  hand  evidence  is  complete  to  show 
that  diversity  is  a  universal  principle  in  all  classes 
of  organic  formation.  Nations  have  their  national 
characteristics  which  distinguish  each  from  all  others, 
and  it  is  no  less  true  in  each  and  every  individual. 
Each  and  every  being  is  an  individual  phenomenon  of 
those  universal  forces  which  cause  and  control  all 
organic  and  living  things.  Every  person  is  connected 
with  the  rest  of  creation  and  is  endowed  according 
to  his  nature.  No  two  can  possibly  see,  hear,  feel, 
taste,  smell,  think,  act,  learn,  or  grow  alike.  Then 
why  do  not  more  professionals  heed  the  fact  that 
principles  are  flexible  and  eternal?  Therefore  while 
eyes  are  very  diverse,  methods,  rules  and  tools  are 
instruments  to  serve  man,  but  not  to  enslave  and 
subjugate  human  structure  to  rule. 

There  can  be  no  human  phenomenon  but  is  unlike 
all  others  in  some  particular,  even  in  eye  structure 
and  function.  If  one  will  only  educate  his  own  eyes 
to  see  correctly,  and  then  carefully  observe  a  school 
room  full  of  pupils,  he  will  find  that  there  are  no  two 


OCULO-DIDACTICS  31 

whose  eyes  are  like,  or  who  see  alike.  The  visual 
images  of  all  the  pupils  as  they  look  at  their  teacher 
do  not  embrace  any  two  images  just  alike  for  several 
reasons.  In  this  way  efficient  teachers  may  obtain 
a  better  understanding  of  the  various  cases  by  in- 
geniously studying  the  pupil's  perceptions  carefully  in 
a  great  variety  of  ways  than  can  be  imparted  to  them 
v.'ith  artificial  language. 

The  real  art  of  true  eye-culture  admits  of  the  high- 
est degree  of  scientific  and  philosophic  investigation 
in  order  to  clearly  comprehend  and  appreciate  the  true 
expression  in  different  types,  and  to  master  control 
of  forces  which  effect  results  and  to  use  them  under- 
standingly. 

The  constituting  qualities  of  human  existence  are 
more  or  less  idiosyncratic.  This  is  evidenced  in 
various  ways.  One  of  the  manifestations  is  in  the 
odor  being  so  distinguishable  as  to  enable  dogs  to 
easily  discriminate  any  one  person  from  all  others. 
And  the  action  of  like  chemicals  upon  the  flesh  of 
different  individuals  often  effects  very  unlike  results. 
Also  like  environments  do  not  have  like  effects  on 
different  persons. 

In  human  makeup  there  is  an  inherent  energy  or 
force  which  is  distributed  to  a  multiplicity  of  functions 
which  normally  co-operate  harmoniously  in  their 
activities.  There  are  some  instinctive  activities  which 
come  nearer  co-ordinating  with  human  interest  than 
do  many  of  the  more  popular  "scientific  practices." 

The  inherent  energy  has  its  own  distinguishing 
quality  to  as  great  a  degree  as  does  the  individual 
odor,  and  the  distribution  is  as  varied  as  is  the  in- 
dividual physical  structure.  But  there  is  a  general 
principle  of  relationship  as  in  the  physical  makeup 
which  characterizes  animal  life. 

There  are  the  forces  of  appetite,  passion  and  habit 


32  OCULO-DIDACTICS 

which  characterize  animated  nature;  then  there  arc 
those  of  cultured  mind  and  will  activities.  If  appetite 
or  passion  or  habit  becomes  the  stronger,  it  tends  to 
enslave  the  mind  and  will,  to  formulate  excuses  and 
ways  for  indulgences  of  desires.  Should  cultured 
mind  energy  predominate,  it  influences  the  will  and 
they  proportionally  control  the  other  energies.  Then 
the  individual  classes  with  those  who  are  guided  by 
their  intelligence. 

The  culture  of  the  eye  energies  to  perceive  and 
discriminate  the  various  phenomena  of  human  forces 
manifested  and  the  judgment  to  properly  understand 
them  is  the  key-note  in  oculo-didactic  practice. 

Doubtless  specialists,  parents,  teachers  and  others 
have  noticed  some  peculiar  similarity  of  children  to 
the  peculiarity  of  some  relative.  It  may  be  some  trait 
of  character,  complexion,  shape,  motion,  temper, 
mouth,  nose,  ear,  chin,  hand,  foot,  hair  or  the  eyes 
which  strikingly  resemble  the  kinsman. 

Each  child  is  but  a  representative  phenomenon  of 
the  combined  energies  of  parental  qualities  and  it 
partakes  of  the  ancestry  for  generations  back.  Hence 
an  efficient  professional  realizes  how  essential  it  is  to 
so  unfold  inborn  qualities  as  to  sin  against  none  of 
the  essentials,  in  order  to  render  the  most  efficient 
service  to  pupil,  patron  and  to  the  world,  and  this  is 
one  of  the  key-notes  in  oculo-didactics. 

Probably  the  ancestry  of  each  individual  was  de- 
veloped under  very  different  environment  from  that 
which  now  surrounds  their  offspring,  therefore  in- 
volving very  different  conditions  to  be  reconciled.  In 
like  manner,  the  eye  conditions  are  no  less  different 
than  their  whole  individuality.  Hence  the  different 
conditions  from  which  eyes  have  sprung  are  influential 
factors  to  heed.  Influences  not  detrimental  to  some 
family  qualities  may  cause  results  on  others  which 


OCULO-DIDACTICS  33 

are  repugnant  to  reason  and   detrimental  to  human 
interest.    This  is  true  of  all  eyes. 

Those  inborn  qualities  and  capacities  constitute  the 
pupils'  amplitude  or  ability  to  become  capable  in 
achievements.  The  inborn  bequest  of  heredity  of  a 
peculiar  capacity,  or  instinct,  often  indicates  original 
possibilities  quite  unlike  others,  hence  it  is  essential 
to  be  cautious  about  subduing  hereditary  tendencies. 
It  often  unnecessarily  cripples  ability  and  destroys  the 
possibilities.  True,  sometimes,  according  to  the  rule,  it 
seems  necessary  to  modify  certain  manifest  tendencies 
in  order  to  conform  with  assumed  requirements.  Ux)- 
on  the  other  hand,  the  most  efficient  professionals  are 
cautious  and  strive  to  bring  forth  the  original  ability 
to  some  achievement  of  value  to  the  world  and  in 
no  way  cripple  inherent  capacity  and  power.  True 
those  idiosyncratic  or  ideopathic  qualities  are  often 
calculated  to  tax  ingenious  intelligence  in  order  to 
meet  the  conditions  of  nature,  but  it  is  essential  to 
heed  them  in  masterly  art,  in  order  to  achieve  the 
best  results. 


OCULO-DIDACTICS  IN  SCHOOLS. 

s  s  s 

CHAPTER  III. 

When  a  stranger  first  enters  the  domain  of  oculo- 
didactics  he  begins  a  new  life,  in  a  new  world  of 
beautiful  and  truthful  expressions.  He  will  be  per- 
plexed, if  not  almost  stupified,  for  a  time,  but  will  be- 
come more  and  more  able  to  recognize  the  various 
expressions,  and  will  gradually  learn  to  discriminate 
and  to  know  the  meanings  of  the  more  common  ex- 
pressions, so  that  by  degrees  he  may  become  better 
able  to  catch  the  cries  and  songs  of  the  human  eye. 

In  many  abnormal  cases,  heredity  is  an  etiological 
factor  to  consider.  Some  children  are  thus  fore- 
doomed to  permanent  abnormality,  which  calls  for 
mechanical  aids,  while  others  may  have  similar  ap- 
pearances, which  have  been  acquired  and  can  be  great- 
ly changed  for  the  better.  Generally  the  hereditary 
conditions  are  likely  to  require  much  more  persistent 
efforts  in  treatment  or  in  culture. 

The  eye,  as  with  other  organs,  has  an  individual 
vitality  or  life  cycle,  which  prompts  endurance  to  a 
certain  extent.  But  in  all  cases,  there  is  certainly  a 
limit  to  their  endurance  when  abnormally  strained, 
or  subject  to  antagonistic  influences,  which  tend  to 
exhaust. 

All  deviations  from  typic  or  assumed  criterion  of 
eye,  are  generally  considered  departures  which  may 
indicate  defect.  But  it  is  difficult  to  describe  all  the 
varying  symptoms  so  that  they  can  be  clearly  per- 


36  OCULO-DIDACTICS 

ceived  and  correctly  understood.  There  are  conspicu- 
ous differences  that  may  be  of  very  little  or  no  im- 
portance, and  there  are  indications  much  less  in  evi- 
dence to  the  ordinary  observer  which  show  serious 
conditions.  Often  many  of  the  latter  are  overlooked 
or  are  misinterpreted  by  the  average  professional. 
Then,  again,  if  there  was  an  undertaking  to  contrib- 
ute a  full  description  of  the  various  conditions  found 
in  schools,  there  are  those  who  would  attempt  to 
prescribe  pet  remedies  or  follow  favorite  procedures, 
and  thus  cause  serious  results. 

There  is  not  a  phase  of  physical  or  of  mental  con- 
dition which  is  not  expressed  in  the  most  truthful 
way.  It  is  not  always  in  smiles,  groans,  or  loud 
words,  or  in  any  form  of  artificial  designs,  or  with 
any  premeditated  intent.  It  is  in  a  language  far  more 
beautiful  and  truthful.  Therefore  it  is  more  interest- 
ing and  reliable  when  correctly  understood. 

There  is  no  peculiarity  in  eyes  perceivable  to  man 
but  has  a  first  cause  which  precedes  it  as  a  creative 
force,  and  there  is  no  phenomenon  of  the  eye  but  cor- 
responds with  the  conditions  of  causation.  Conse- 
quently, inherent  qualities  and  the  conditions  of  ex- 
perience may  constitute  some  of  the  essential  ele- 
ments on  which  one  must  be  alert  in  order  correctly 
to  understand  his  subject  in  mind,  body  or  eye.  But 
any  attempt  to  set  forth  the  various  conditions  from 
which  an  eye  may  spring  would  carry  the  subject  be- 
yond reasonable  limit.  Nevertheless  they  are  all 
factors  in  a  child's  make-up  as  a  whole.  Any  pro- 
fessional who  cannot  correctly  interpret  the  language 
of  symptoms  must  be  proportionately  at  sea,  without 
chart  or  compass. 

Sense-faculties  vary  widely.  Some  are  quick  and 
acute  in  response  to  a  given    amount    of    stimulus. 


OCULO-DIDACTICS  Zl 

while  others  cannot  be  induced  so  to  respond  with- 
out more  stimulus  and  some  are  incapable  of  such 
activity. 

When  children's  eyes  are  permitted  gradually  to 
unfold  under  reasonably  favorable  conditions,  they 
will  more  likely  develop  into  good  normal  eyes,  than 
would  be  the  case  when  they  are  ill-affected  by  un- 
favorable influences  and  abuses.  To  say  nothing  of 
the  inherent  diversity,  there  must  be  very  different 
consequences  to  follow  the  diverse  influence  and 
habitual  actions  of  different  children.  The  transition 
of  childhood  to  maturity  does  not  always  develop 
equally  in  all  respects,  but  efficient  optometrists  and 
teachers  should  understand  the  art  of  attracting  chil- 
dren's attention  and  exciting  a  desire  to  inspect. 
Then,  under  proper  guidance,  the  ability  of  children 
to  observe  and  to  concentrate  attention  to  details  in- 
creases. It  improves  the  ability  for  research  and 
leads  on  toward  the  highway  to  superiority  in  some 
achievement.  One  child  may  have  a  quick,  acute 
sight  and  ability  to  use  the  eyes  in  weak  light,  and 
another  one's  eyes  cannot  respond  to  the  will  and 
see  without  more  light.  One  child  may  maintain 
active  use  of  his  eyes  with  pleasure,  and  another  not 
be  able  to  use  his  eyes  with  any  delight,  and  only  In 
a  limited  degree,  without  becoming  fatigued.  Then 
the  discriminative  faculty  of  children  ranges  widely, 
so  it  requires  ability  to  guide  them  properly.  An  in- 
crease in  ability  to  see  and  a  growth  in  power  to 
identify  differences  enables  one  to  acquire  more  deli- 
cate and  acute  power  of  distinguishing  qualities  and 
keenness  in  seeing. 

Many  children  hold  their  attention  in  a  spasmodic, 
fleeting,  momentary  manner  for  immediate  require- 
ments only.  Therefore  it  requires  constant  attraction 
to  hold  the  attention  of  such  children.     Bright  lights, 


38  OCULO-DIDACTICS 

vivid  colors,  striking  forms,  curious  designs  and  sur- 
prises are  excellent  means  to  induce  attention  in  ob- 
servation. An  excellent  plan  is  to  keep  a  variety  of 
objects  out  of  sight  until  they  are  brought  into  direct 
use  in  some  unlooked-for  manner,  to  surprise  and 
awaken  desire  and  curiosity. 

The  younger  a  child  when  one  commences  proper- 
ly to  drill  sense  percept,  the  more  favorable  for  at- 
taining the  highest  degree  of  excellent  results.  But 
it  is  essential  to  heed  the  fact  that  a  child  first  sees 
very  little  and  for  a  time  growth  is  slow  and  cannot 
be  forced  to  good  advantage,  for  in  doing  so,  it  may 
confuse,  perplex  and  effect  a  sense  of  dislike. 

The  fundamental  capabilities  of  a  child  and  the 
idiosyncratic  peculiarities  in  instinct  are  individual 
qualities  that  must  be  influential  factors.  But  the  in- 
crease in  instinct,  in  egotistic  feeling  and  habits  are 
also  factors  to  be  heeded,  because  children  are  strong- 
ly disposed  to  measure  things  by  their  earlier  impres- 
sions, even  back  to  those  made  in  infancy.  As  one 
advances  there  is  more  tendency  to  invoke  intellectual 
activity  and  to  note  differences,  but  there  usually  re- 
mains for  some  time  a  strong  inclination  to  copy  or 
merely  try  to  remember  without  attempting  to  reduce 
to  logical  reason.  There  has  not  been  any  due  con- 
sideration of  the  importance  of  any  proper  exercise 
of  the  psychic  facts  which  play  a  part  in  relation  to 
subsequent  images,  therefore  much  depends  upon 
primary  discipline  of  the  sense  faculty.  At  first  chil- 
dren have  small  acquisition  of  concepts  or  visual  im- 
ages, calculated  to  aid  them  in  understanding.  But 
one  can  induce  repeated  efforts  in  looking  at  things 
and  in  this  way  the  power  to  see  becomes  more  and 
more  developed  by  degrees. 

Many  children  are  unable  to  look  at  objects  and 
form  any  clear  images  of  them.     Some  children  may 


OCULO-DIDACTICS  39 

be  able  to  obtain  a  crude  partial  image  and  later  may 
notice  other  things  and  begin  to  combine  them  and 
form  very  distorted  images.  By  repeated  efforts  a 
child  will  improve  its  powers  in  seeing  size,  shape, 
color,  motion,  distance,  and  direction,  and  a  general 
image  of  what  its  eyes  survey.  But  when  it  attempts 
to  describe  the  things,  there  will  appear  the  former 
mental  creation,  which,  if  properly  considered,  reveals 
the  visual  as  well  as  the  mental  condition. 

Constant  practice  in  describing  just  what  one  sees 
will  improve  one  in  accuracy,  and  suitable  culture 
will  enable  him  to  obtain  a  more  correct  image  of 
objects  observed.  Hence  the  primary  sense  culture 
is  the  fundamental  source  of  correct  mental  and  visual 
creation. 

The  visual  faculty  answers  the  inquiries  pertaining 
to  objects  observed  according  to  the  accuracy  of  op- 
tical images,  and  the  correctness  in  the  mental  inter- 
pretation of  the  percepts.  Therefore  incorrect  sight 
of  things  tends  to  confusion  in  mind  and  in  opera- 
tion. 

Positive  results  follow  reiterated  exercises  but  those 
exercises  may  influence  toward  the  desirable,  or  to- 
ward the  objectionable,  so  that  either  benefit  or  harm 
may  result.  The  old  saying  that  exercise  cannot  do 
harm,  even  if  it  does  no  good,  is  an  unsafe  axiom,  as 
is  evidenced  by  results  of  present  ill-advised  eye  exer- 
cise in  our  schools.  It  is  true  that  through  action 
the  muscular  fiber  is  developed  in  power  and  endur- 
ance, and  elasticity  increased;  as  in  the  whole  body 
there  is  a  chemical  change,  but  there  is  a  limit  and  a 
suitableness  to  this  development  and  change.  While 
a  strong  healthy,  robust  child  can  endure  much  abuse 
or  beneficial  activity,  one  of  chlorotic  tendency  and 
general  lassitude,  must  have  more  moderate  exercise. 
Fatiguing  movements  for  fatigued  muscles  of  chlor- 


40  OCULO-DIDACTICS 

otics  is  absurd.  Exercises  are  to  stimulate  and  de- 
velop, not  exhaust,  and  it  is  more  essential  to  have 
them  suitable  than  lengthy  and  frequent.  Proper 
activity  will  stimulate  the  nervous  system  and  mus- 
cular action,  increase  circulation  and  thus  effect 
change  in  sensation  and  assimilation,  but  operators 
must  always  bear  in  mind  that  a  stated  description 
of  exercise  may  be  fitted  for  a  healthy,  vigorous  boy 
and  be  harmful  to  a  weak  girl,  therefore  professional 
skill  is  necessary  in  order  to  guide  a  parent  or  teacher 
as  to  a  child's  interest. 

Suitable  exercises  in  eye  culture  are  based  upon 
well  known  physiological  laws.  Therefore,  the  ap- 
plication in  different  cases  depends  upon  the  pupil 
and  the  understanding  of  the  operator.  The  direc- 
tions contained  in  oculo-didactic  procedures  to  fol- 
low, are  conservative  and  designed  for  general  use  by 
those  of  normal  conditions.  Deranged  cases  require 
special  action  and  may  not  yield  as  readily,  therefore, 
want  of  perseverance  may  lead  to  failure  when  contin- 
ued efforts  would  insure  excellent  results. 

It  is  important  to  impress  the  need  of  general  exer- 
cise, cleanliness,  pure  air,  sunshine,  and  sleep  as  of 
vital  importance  for  health  of  body,  mind  and  eye. 
Refrain  from  dwelling  upon  diseases  in  your  examina- 
tion and  exercises,  as  it  often  tends  to  excite  morbid- 
ly sensitive  natures.  A  resourceful  professional  can 
do  much  in  showing  the  joy  and  ennobling  results 
from  accurate  and  acute  sight,  and  how  it  leads  to 
truthfulness  in  observation  and  thought,  so  that  those 
who  learn  to  see  best  have  many  advantages  over 
those  with  ordinary  sight. 


OCULO-DIDACTICS  IN  GENERAL  PRACTICE 


CHAPTER  IV. 

In  oculo-didactics  as  well  as  in  other  professional 
work,  the  narrower  the  operator's  survey  and  per- 
ception of  Nature's  universal  principles,  the  more 
finite  and  narrow  will  be  his  conclusions  and  his  skill 
will  be  proportionally  limited.  The  broader  one's 
survey,  the  more  favorable  for  evolving  the  ingenious 
ability  of  men  to  meet  the  diverse  conditions  to  be 
dealt  with  in  the  problem. 

Under  such  conditions  it  seems  to  be  necessary,  in 
some  manner,  to  arrange  a  background  against  which 
to  portray  the  distinguishing  features  that  chance  to 
be  evidenced  in  these  various  unfamiliar  considera- 
tions. This  because  the  human  mind  is  incapable 
of  distinguishing  unfamiliar  matter  only  by  compar- 
isons. 

As  an  assumed  background  to  illustrate,  let  us  refer 
to  the  typic  ophthalmologic  "normal,"  or  complete 
eye,  which  is  defined  as:  "That  state  of  an  eye  in 
which,  when  accommodation  is  suspended,  parallel 
rays  of  light  are  brought  to  a  focus  upon  the  retina." 
This  expression,  "when  accommodation  is  suspend- 
ed," means  a  paralyzed  condition  of  eyes  obtained  by 
the  use  of  drugs.  Under  this  condition,  the  eye,  in 
order  to  be  "normal,"  must  be  able  to  distinguish 
objects  which  "subtend  an  angle  of  five  minutes,"  or 
in  other  words,  twenty  twentieths  vision  as  per 
Snellen's  test  type.  Optometry  is  "The  Science  of 
measuring  the  optical  state  of  the  eye."    In  statutory 


42  OCULO-DIDACTICS 

provisions,  optometry  is  defined  as  "the  employment 
of  any  means,  other  than  the  use  of  drugs,  for  the 
measurement  of  the  powers  of  vision  and  the  adaption 
of  lenses  for  the  aid  thereof."  In  Optometry,  "nor- 
mal" is  that  state  of  eyes,  "which  conforms  to  the 
natural  rule,"  so  that  when  in  a  state  of  rest  or  re- 
pose, without  drugs,  the  eye  is  able  to  see  twenty 
twentieths.  Is  it  not  self-evident  that  these  two  re- 
quirements are  not  in  unison  with  any  one  criterion? 
Then  which  of  the  two  is  the  most  sane  and  most  in 
unison  with  Nature?  One,  at  least,  if  not  both,  must 
be  more  or  less  questionable;  therefore,  it  may  sug- 
gest the  query  as  to  whether  either  of  these  embrace 
a  true  unison  with  Nature's  conditions  of  a  complete 
eye?  Then  is  there  an  opportunity  for  another  cri- 
terion that  is  more  in  unison  with  complete  organic 
structure?  If  so,  is  it  not  our  duty  as  professionals 
to  know?  And  again,  is  it  not  the  duty  of  each  gen- 
eration to  progress  and  to  improve  upon  the  past, 
where  improvement  is  possible?  According  to  oculo- 
didactics,  completeness  depends  upon  co-ordination 
of  all  parts;  therefore,  "the  eye  can  be  complete  only 
so  far  as  all  parts  and  powers  have  a  full  legitimate 
and  harmonious  action."  Oculo-didactics  purpose  to 
equipoise  and  co-ordinate  all  discordant  relations  of 
parts  and  powers  pertaining  to  the  eye — especially 
the  muscular  complications.  This  line  of  procedure 
has  led  to  a  conclusion  that  there  is  no  natural  state 
of  human  muscular  condition  where  activity  is  ever 
suspended  as  evidenced  in  a  so-called  paralized  condi- 
tion of  eye  by  the  use  of  atropine. 

From  birth  eyes  have  their  own  inherent  natures 
and  proclivities,  so,  that  some  strongly  adhere  to 
hereditary  tendencies,  while  others  readily  yield  to 
diverse  experiences,  whether  they  are  beneficial  or 
detrimental.     To  greater  or  lesser  extent,  the  mental 


OCULO-DIDACTICS  43 

force,  nerve  tone  and  will  energy  control  the  muscu- 
lar action  according  to  the  nature  of  the  peculiar  state 
of  the  individual,  but  the  psychic  energy  and  motor 
force  vary  much  in  activity,  and  the  sensor  acuteness 
of  individuals  varies  widely  as  does  also  the  diverse 
physical  amplitude  in  power  and  suppleness.  While 
there  are  certain  characteristics  of  eye  structure  that 
can  be  given  in  a  generalized  description  much  as  in 
describing  the  human  form,  the  details  of  vision  can 
no  more  be  set  forth  according  to  pattern  or  rule  than 
words  can  set  forth  diverse  facial  expressions  by  rule. 

Yet  we  do  not  want  our  readers  to  in  any  way  in- 
fer that  this  problem  and  optometry  are  divorced  from 
each  other,  for  optometric  science  has  a  wide  range 
of  under-lying  factors  involved  and  it  is  for  skilled 
professionals  to  interpret  as  to  whether  the  discord- 
ant eye  conditions  are  to  be  equipoised  by  suitable 
activities,  or  by  adequate  glasses,  or  by  both  training 
and  glasses.  These  efforts  have  values  in  proportion 
to  the  benefits  they  confer.  There  are  often  several 
conditions  to  be  considered  which  play  a  part  so  that 
completeness  depends  upon  the  skill  to  co-ordinate 
the  parts,  by  various  means. 

Glass  fitting  is  a  popular  theme  in  optometry  and 
ophthalmology  and  it  admits  of  various  theories,  and 
all  operators  are  at  liberty  to  resort  to  any  of  the 
varius  methods  for  measuring  the  eye,  but  the  pur- 
poses and  the  interpretations  of  measurements  are 
often  at  variance.  The  characteristic  difference  in 
optometric  oculo-didactic  glass  fitting  consists  in  act- 
ing directly  upon  the  discord  or  strained  parts,  and 
to  employ  the  least  power  of  lens  that  is  consistent, 
so  as  to  enable  as  great  a  range  of  natural  activity  as 
is  reasonable ;  or  in  other  words,  a  minimum  fitting 
instead  of  the  maximum,  which  subjugates  the  eyes 
to  the  oculist's  pattern  or  the  optometrist's  mechani- 


44  OCULO-blDAdTIClS 

cal  rule.  Hence,  oculo-didactics  taxes  the  ingenuity 
of  the  operator  more  than  any  other  plan. 

It  matters  not  how  "high"  the  "authority,"  or 
"classic"  the  "education"  from  which  rule  guidance 
is  derived,  it  never  embraces  the  true  principles  of 
natural  vitality.  But  do  not  understand  that  one  is 
to  rebuke  anything  that  is  worthy  of  sane  considera- 
tion. Wie  simply  protest  against  so  much  brainless 
servitude  without  any  attempt  to  understand  the  uni- 
versal principles  involved,  which  vitalize  and  nourish 
the  intellectual  understanding. 

In  regard  to  true  professional  efficiency  in  oculo- 
didactic  science,  it  is  necessary  to  scientifically  and 
philosophically  reach  conclusions  and  then  devise  ways 
and  means  for  guiding  dependent  patients.  In  or- 
der to  do  this  understandingly,  one  must  be  able  to 
distinguish  the  inherent  conditions  from  acquired  re- 
sults, as  well  as  to  differentiate  between  realities  and 
inferences  and  be  able  to  recognize  the  forces  of  na- 
ture without  being  hampered  by  theory,  pattern  or 
rule  dictation.  Hence,  it  is  well,  at  least,  to  keep  in 
mind  the  universal  principles  of  Nature,  among  which 
is  that  cardinal  truth  that  the  eyes  see  only  what  they 
have  been  educated  by  experience  to  see,  and  that  the 
specialist's  eyes  are  not  exempt — especially  in  optom- 
etric  practice.  It  is  essentially  necessary  for  a  special- 
ist in  optometric  science  to  at  least  try  very  hard  to 
see  things  and  strive  to  see  the  whole  being  of  a 
patient;  also  strive  to  correctly  interpret  all  the  va- 
rious conditions  in  regard  to  the  alacrity  of  mental 
action  and  of  the  physical  motions,  for  these  are 
often  reliable  factors  that  can  be  made  helpful  in  de- 
ciding upon  procedures. 

There  is  an  enormous  amount  of  eye-strain  suf- 
fering upon  every  hand,  and  much  of  it  is  prevent- 
able to  a  greater  or  less  extent,  by  suitable  training 


OCULO-DIDACTICS  45 

to  be  heeded  at  home  and  in  schools,  as  well  as  else- 
where; therefore,  decide  if  it  is  not  next  to  family- 
duties,  a  civic  duty  of  every  citizen,  whether  a 
teacher,  or  an  eye  specialist,  to  promote  any  and  all 
real  benefits  to  society  as  a  whole.  In  fact,  does  not 
the  real  value  of  any  citizen,  profession  or  public  ef- 
fort consist  in  their  value  to  man — and  on  the  other 
hand,  any  person,  profession  or  public  effort  which 
tends  to  injure  human  interest,  merits  condemna- 
tion and  elimination,  and  it  is  no  less  true  in  opto- 
metric  service. 

Evidence  of  a  necessity  for  man  to  learn  to  see 
more  is  manifested  in  various  conditions  of  human 
eyes  to  be  met  with,  and  which  have  not  been  rec- 
ognized in  ophthalmology,  or  rule  optometry. 
Among  which  is  that  subnormal  refractive  power  in 
many  children's  eyes  due  to  immature  conditions  of 
childhood,  and  naturally  outgrown  during  the  de- 
velopmental period.  While  such  an  eye  evidences  a 
subnormal  refraction,  there  is  quite  a  difference  be- 
tween hypermetropia  due  to  short  eyeball,  which  is 
not  generally  outgrown,  and  that  childhood  state 
which  is  usually  outgrown;  but  how  many  optom- 
etric  specialists  have  learned  to  readily  see  and  to  dis- 
criminate between  hypermetropia  and  aorapia.  Then 
there  are  various  asynergic  eyestrains  which  cause 
much  more  far-reaching  reflexes  than  has  been  gen- 
erally understood,  furnishing  a  broad  field  for  prac- 
tical skill  in  oculo-didactics,  combined  with  the  art  of 
skillful  glass  fitting  not  practiced  in  ophthalmology, 
or  optometry  in  the  'past.  Discordant  or  non-rhythmi- 
cal association  of  parts  or  of  powers  effect  consequent 
results  are  often  far-reaching  in  effects,  notwithstand- 
ing they  have  not  been  seen,  or  recognized  in  oph- 
thalmology or  optometry. 

The  training  thus  far  obtained  in  special  schools 


46  OCULO-DIDACTICS 

does  not  lead  inquiring  minds  to  independent  re- 
search for  unbiased  problems,  or  to  develop  skill  in 
tracing  human  phenomena  to  the  genesis  for  reliable 
data  upon  which  to  base  knowledge.  These  are 
stern  facts  which  expose  the  weak  conditions  of  the 
college-bred  professionals  for  unfolding  unbiased  in- 
quiring minds  necessarily  required  for  efficient  spe- 
cialism in  optometric  oculo-didactics.  It  is  because  it 
is  vitally  essential  to  deal  directly  with  Nature  ac- 
cording to  her  own  laws  of  each  individual  case.  For 
something  of  an  analogous  comparison  in  regard  to 
independent  skill,  let  us  refer  to  a  high  grade  special- 
ist in  watch  repairing:  Does  he,  upon  receiving  a 
delicate  watch  to  repair,  study  it  carefully  and  duly 
consider  the  special  construction,  then  inspect  all  the 
relations  of  parts  to  detect  any  discordant  relation- 
ship which  tends  to  cause  friction,  or  sway  the  true 
ratio  of  all  its  parts  so  as  to  disturb  the  harmonious 
relationship  of  action  to  time?  or,  would  he  recall 
bookish  rules  and  authority,  for  procedure? — instead 
of  resorting  to  his  own  ingenious  intelligence  and 
skill  in  trying  to  correct  the  defective  parts,  so  as  to 
co-ordinate  all  parts  in  order  to  effect  the  most  skill- 
fully complete  result?  Repeated  efforts  aid  one  to 
become  more  and  more  familiar  and  skilled,  so  as  to 
readily  detect  discordant  relationship  of  parts,  and 
thus  become  better  prepared  to  co-ordinate  and  rec- 
oncile all  parts  with  the  complete  whole. 

It  is  no  less  true  in  regard  to  efficient  skill  per- 
taining to  the  human  eye,  for  the  eye  is  but  a  part 
of  the  whole  structure;  and  it  matters  but  little  what 
portion  of  the  entire  field  of  human  organism  man  at- 
tempts to  reconcile  and  co-ordinate  with  the  whole 
structure,  he  must  certainly  recognize  Nature's  con- 
ditions in  each  organism,  and  duly  consider  that  any 
and  all  art  considerations  are  minor  accessories  which 


OCULO-DIDACTICS  47 

play  some  subordinate  part  to  serve  the  operator. 
Hence,  efficiency  in  complying  with  Nature's  condi- 
tions in  attaining  results  requires  more  than  familiar 
skill  in  memorizing  books,  rules  or  precepts. 

Nature's  forces  operate  silently,  actively  and  cease- 
lessly, in  carrying  forward  her  orderly  process  of  the 
whole  organism,  and  efficient  specialists  in  optometric 
oculo-didactics  must,  in  order  to  become  masters  of 
the  work,  be  able  to  co-operate  harmoniously  with 
Nature's  conditions  in  carrying  forward  this  process. 
If  we  had  been  more  suitably  trained  in  tracing  real- 
ities and  in  recognizng  ideal  "truths"  for  just  what 
they  are,  in  fact,  there  would  be  more  of  us  who 
would  readily  recognize  that  Nature's  unbound  vol- 
ume is  the  more  valuable  library  to  ransack  in  order 
to  become  more  masterful  in  optometric  work.  Na- 
ture's laws  are  not  barren  ideal  theories  for  rule- 
mongers  to  prattle  about  the  patterns,  rules  or  pre- 
cepts, but  are  realities  of  efficient  forces  which  are 
the  most  useful  agents  employed  in  optometric 
science. 

The  author  is  not  unconscious  of  the  prevailing  de- 
mand for  exact  detailed  instruction  and  rules  as  to 
procedure  in  Oculo-didactics.  In  view  of  this  and 
in  answer  to  numerous  inquiries  from  those  who  as- 
pire to  professional  Oculo-didactics,  as  to  whether 
there  really  is  a  "field"  for  such  work,  in  connection 
with  the  practice,  we  will  briefly  survey  the  author's 
eflforts  in  his  private  practice.  There  is  most  certain- 
ly an  ample  opportunity  for  such  special  work 
and  an  increasing  demand  for  such  service,  be- 
cause of  the  scarcity  of  aspirants  with  unbiased  dis- 
positions and  suitable  educations  to  grasp  it  readily; 
therefore,  this  professional  specialty  will  not  be  over- 
run with  efficient  masters  for  considerable  time  to 
come.     But  efficiency  cannot  be  attained  by  any  hop- 


48  OCULO-DIDACTICS 

skip-and-jump  course  through  any  of  the  medical  or 
optometric  schools  as  they  now  stand. 

Early  experience  of  the  author  in  private  practice, 
exposed  the  necessity  of  resorting  to  some  other  way 
than  that  usually  followed  in  regard  to  familiar  mat- 
ter in  order  to  convey  a  correct  understanding  of  the 
new  problem.  Among  the  various  efforts,  the  most 
successful  one  has  been  to  personally  call  upon  the 
leading  physicians  and  educators,  and  explain  the 
basic  principles  of  the  system  and  then  to  prove  them, 
or  expose  falsity  by  having  it  tested  in  difficult  cases 
upon  which  other  professionals  have  not  succeeded 
in  rendering  satisfactory  service.  Others  were  ap- 
proached in  like  manner,  and  in  this  way  more  or 
less  test  cases  were  usually  found  upon  which  efforts 
were  made. 

In  general  dealing  with  prospective  patients,  they 
are  frankly  asked  which  system  of  eye  work  they  de- 
sire. This  often  leads  to  a  consideration  of  the  facts 
which  characterize  the  four  distinct  systems  of  pro- 
cedures with  eyes,  pertaining  to  sight,  independent 
of  pathological  complications  for  medical  interfer- 
ence ;  the  characteristic  facts  pertaining  to  the  oculist, 
the  optician,  the  rule  optometrist,  and  the  didactic 
optometrist. 

If  a  prospective  patient  prefers  the  oculist's  skill 
to  fit  the  eyes  with  glasses,  he  is  frankly  informed 
that  we  confine  our  efforts  in  that  field  of  work,  to 
optometric  science,  independent  of  any  medical  treat- 
ment or  use  of  drugs  or  subjugation  of  eye  to  pattern 
or  rule.  If  he  manifests  a  desire  to  know  "how  cheap 
can  he  get  a  pair  of  glasses,"  he  is  referred  to  the 
optician  or  stores  where  they  sell  glasses.  If  he 
wishes  to  know  what  it  will  cost  to  have  his  eyes  fitted 
with  glasses  he  is  informed  that  it  depends  upon  what 
is  to  go  with  the  glasses,  together  with  the  quality 


OCULO-DIDACTICS  49 

and  style.  If  he  expresses  a  desire  to  have  glasses 
fitted,  attention  is  called  to  the  question  whether  it 
is  to  simply  aid  vision  as  usually  fitted  by  the  rule 
optometrist,  and  then  rely  upon  the  glasses  for  ef- 
fect? In  that  case  it  will  cost  but  little  for  services 
and  the  price  of  glasses,  which  vary  in  quality  and 
style  of  lenses  as  well  as  in  the  mounting,  which  he 
may  see  fit  to  order. 

When  patients  inquire  regarding  Oculo-didactics, 
they  are  informed  that  the  charges  depend  upon  what 
the  services  may  probably  be  worth  in  fact,  providing 
they  do  their  part.  Usually  it  ranges  from  five  dol- 
lars upward,  if  the  patient  does  his  duty  to  himself  in 
the  efforts  to  train  the  eyes  as  suggested.  The  ex- 
ceptions depend  upon  circumstances,  for  in  some 
cases  where  worthy  individuals  were  in  serious  need 
of  assistance  and  could  not  pay  for  the  services  and 
glasses,  they  have  been  furnished  free.  With  those 
who  are  amply  able  to  pay,  an  estimate  of  the  real 
value  of  the  service  is  given  at  ten,  twenty-five,  fifty 
or  one  hundred  dollars,  according  to  the  work  and 
time  required. 

This  procedure  has  been  sufficiently  encouraging 
so  that  on  Jan.  1st,  1900,  a  system  was  adopted 
for  taking  the  signature  and  address  of  each  patient 
upon  a  blank,  from  which  the  record  of  each  case  was 
entered  in  a  book,  and  numbered  in  rotation,  com- 
mencing with  number  one ;  and  in  ten  years  from  that 
date,  the  number  had  reached  to  333.59.  The  most 
encouraging  feature  was  in  the  grade  of  the  patients' 
recognized  intelligence  by  their  professional  employ- 
ment, which  challenges  the  world  for  its  equal  in  the 
percentage  of  that  class  of  patients  in  any  general 
practice  of  optometry  or  ophthalmology.  As  to  the 
per  cent  of  those  who  evidenced  preference  to  didactic 
optometry,  the  operator's  opinion  is  that  it  is  not  less 

—4 


50  OCULO-DIDACTICS 

than  75  or  80  per  cent  of  the  entire  list.  The  most 
unsatisfactory  feature  met  with,  was  in  regard  to  the 
number  of  those  who  neglected  to  persist  in  the 
training,  and  the  abrupt  discontinuance  in  the  use  of 
treatment  glasses  before  it  was  to  their  best  inter- 
ests. Therefore,  it  became  evident  that  it  was  very 
necessary  to  strongly  urge  patients  of  the  real  need 
of  giving  Nature  sufficient  time  to  effect  results  by 
growth  which  requires  time  and  activity. 

Since  January,  1910,  the  operator  has  abandoned 
much  of  his  former  activity  on  account  of  age  and  has 
taken  more  time  to  urge  continuity  of  effort  in  train- 
ing eyes.  This  has  proven  beneficial  to  those  patients 
who  heartily  and  intelligently  carry  out  instructions. 
In  addition  to  the  foregoing  undertaking,  the  original 
exponent  of  this  eye  training  did  much  work  in  edu- 
cational institutions  from  universities  to  primary 
schools,  and  furnshed  many  "Visual  Test  Reports"  to 
indicate  eye  conditions. 

In  this  connection,  it  might  be  well  to  briefly  pre- 
sent a  number  of  cases  which  have  come  under  the 
author's  care  and  observation  in  his  private  work 
showing  results  in  Oculo-didactics  practice,  some  of 
which  were  most  intelligently  handled  by  the  meth- 
ods in  vogue  in  optometry  and  ophthalmology,  with- 
out satisfactorv  results. 


THE  LIBRARY  DF  THE 
lOS  APJGELES  SCHOOL  OF  OPTOMETHY 
950  W.  JEFFERSDIV  BLVD. 
LOS  AlVGELES  7,  CALIF.  *      0555 


OCULO-DIDACTICS  IN  GENERAL  PRACTICE. 

s  s  s 

CHAPTER  V. 

Case  1. 

A  woman  met  with  an  accident  in  which  she  received  a 
severe  sftroke  upon  the  side  of  her  head,  after  which  she 
"saw  doufble."  She  came  under  Oculo-didactic  training, 
wearing  a  compound  lens  for  one  eye  and  an  opaque, 
ground  lens  for  the  other,  fitted  by  the  "best  oculists/' 
The  opaque  lens  was  removed,  both  eyes  fitted  according 
to  the  refractive  errors,  and  Oculo-didactic  itraininig  begun; 
after  her  third  treatment  she  was  able  to  see  with  co-ordi- 
nate  fellowship  of  eyes. 

The  oculo-didactic  procedure  in  this  case  consisted 
in  removing  the  opaque  lens  from  before  the  left  eye. 
which  turned  upward  30  degrees,  then  pressing  a  wad 
of  cotton  over  the  right  eye  and  fixing  the  gaze  with 
the  left  eye  upon  an  object.  She  was  instructed  to 
concentrate  with  all  of  her  ability,  then  slowly  move 
the  head  backward  as  far  as  possible  and  still  see  the 
object,  and  repeat  until  the  eye  became  tired.  The 
eye  was  then  given  a  rest  for  a  time,  after  which  the 
former  exercises  were  repeated.  The  patient  was  in- 
structed to  apply  hot  water  compresses  for  ten  min- 
utes before  retiring  and  in  the  morning  before  com- 
ing to  the  office.  A  similar  exercise  to  that  given  the 
day  before  was  practiced  the  following  day,  and  the 
eye  began  to  manifest  improvement.  The  patient 
was  instructed  to  repeat  the  exercises  for  a  few  days 
and  then  call  again.  At  the  third  call  the  exercise 
was  similar,  other  than  in  commencing  with  the  head 
tilted    well   forward    with    a   firm    pressure   over   the 


52  OCULO-DIDACTICS 

right  eye.  This  was  repeated  until  there  was  a  sense 
of  fatigue.  Diplopia  had  disappeared  and  a  test  sur- 
vey indicated  unison  after  this  third  treatment. 

In  reviewing  this  particular  case  attention  is  called 
to  the  use  of  hot  water.  For  thirty  years  or  more 
the  author  has  been  making  use  of  hot  compresses 
in  connection  with  muscular  discords.  After  taking 
a  survey  of  eye  conditions,  hot  compresses  should  be 
used  for  ten  minutes.  We  lay  particular  stress  upon 
ten  m;inutes,  because  up  to  that  length  of  time  the 
heat  tends  to  relax  and  to  quiet.  If  continued  too 
long,  it  becomes  an  astringent.  Have  an  alcohol 
lamp  device  at  hand  to  resort  to  when  necessary,  and 
a  supply  of  cloths.  Make  frequent  changes  so  as 
to  keep  the  eyes  continuously  hot.  While  it  acts  as 
an  anti-spasmodic  it  is  in  no  sense  a  mydriasis. 

In  some  of  the  difficult  cases  the  eye  conditions 
after  using  hot  compresses,  are  very  different  from 
those  indicated  before  resorting  to  the  heat.  Where 
the  eyes  become  uncomfortable  from  glasses  an- 
tagonizing eye-habit,  the  application  of  hot  com- 
presses often  tends  to  relieve  such  discomfort. 

In  general  care  of  the  eyes  when  hot  water  is  re- 
sorted to  at  night  upon  retiring,  make  free  use  of 
cold  water  to  the  eyes  and  back  of  neck  in  the  morn- 
ing. 

Case  2. 

A  traveling  railroad  passenger  agent  was  a  nervous  wreck 
and  an  inveterate  user  of  tobacco.  Oculo-didactks  re- 
stored his  nerves  and  broke  him  of  the  tobacco  habit. 

The  patient's  left  eye  turned  upward  and  outward. 
Both  eyes  were  hyperopic  with  some  irregular  astig- 
matism. He  was  fitted  with  compound  lenses  to  co- 
ordinate, and  instructed  in  suitable  movement  exer- 
cises as  indicated  on  the  Oculo-didactic  chart,  to  de- 


OCULO-DIDACTICS  53 

velop  the  insufficient  muscles.  The  result  was  relief 
from  that  nerve  irritation  which  disturbed  the  stom- 
ach function. 

Case  3. 

The  president  of  a  normal  college  could  not  distinguish 
movements  of  one's  fingers  five  feet  away,  with  his  rigtht 
eye.  He  had  been  told  from  childhood  thait  nothing  could 
be  done  with  that  eye.  After  twenty-four  months  of  Oculo- 
didactic  training,  vision  in  that  eye  scaled  fifteen  twentieths, 
and  glasses   for   distant  vision  were  discarded. 

The  ophthalmoscopic  examination  did  not  reveal 
any  abnormality,  and  by  exercising,  the  eye  soon  re- 
vealed a  tendency  to  improve.  Placing  a  bright  red 
lens  over  the  right  eye  to  stimulate,  and  a  deep  blue 
over  the  left  eye,  revealed  that  the  eyes  did  not  co- 
ordinate. Inferring  that  the  amblyopic  state  was 
largely  due  to  suppression  of  eye  function  to  relieve 
the  strained  relation  of  the  two  eyes,  the  patient  was 
urged  to  practice  closing  the  left  eye  and  forcibly 
concentrate  his  mind  and  will  in  trying  to  see  with 
the  right.  Favorable  results  were  soon  manifested, 
and  in  one  year  the  improvement  in  acuteness  was 
much  greater  than  expected.  In  two  years  vision  was 
about  normal. 

Case  4. 

A  traveling  salesman  had  taken  the  Hage  and  Keeley 
cures  for  alcoholism  without  success.  A  reduction  from 
his  old  lenses,  an  addition  of  certain  ^prisms  and  Oculo- 
didactic  training  relieved  his  craving  for  strong  drink  with- 
in 60  days. 

The  patient's  left  eye  turned  out  and  up  so  that  at 
times  a  skilled  observer  could  detect  it.  He  was  sent 
to  a  barber  to  have  hot  wet  compresses  applied  and 
changed  often  for  ten  minutes.  The  eyes  were  then 
fitted  with  the  minimum  power  that  seemed  consist- 


54  OCULO-DIDACTICS 

ent,  and  the  muscular  discord  modified  by  using  a 
prism,  base  in  and  down.  This  gave  him  relief  from 
the  start. 

In  connection  with  the  above,  the  patient  was  in- 
structed to  train  the  eyes  according  to  the  oculo- 
didactic  system,  as  outlined  in  suggestions  to  follow. 

Case  5. 

A  postmaster  couldn't  read  names  on  boxes  above  a  verti- 
cal line  of  vision.  By  the  Oculo-didactic  System  he  was 
made  to  read  at  any  angle  with  perfect  ease. 

This  case  was  due  to  insufficiency  of  one  superior 
rectus,  thus  offsetting  in  the  upward  turn  so  as  to 
separate  the  image  from  slight  to  two  distinct  im- 
ages, although  there  was  no  evidence  of  muscular  im- 
balance by  the  ordinary  horizontal  line  tests.  It  was 
only  when  the  line  of  vision  was  deviated  upward, 
well  above  the  180th  meridian  that  the  discord  mani- 
fested itself.  By  using  low  power  prisms  and  train- 
ing the  eyes  this  can  usually  be  overcome,  independ- 
ent of  glasses. 

Case  6. 

Several  oculists  of  note  failed  to  benefit  a  scihool  girl  af- 
flicted with  migraine.  She  was  wearing  plus  lenses.  Suit- 
able Oculo-didactic  training  relieved  her  of  the  headaches 
and  enabled  her  to  discard  ithe  glasses. 

This  patient  had  hyperopic  error,  but  less  than  the 
glasses  indicated.  The  main  trouble  was  a  rigidity 
of  the  superior  of  one  eye  and  inferior  rectus  muscle 
of  the  other  eye.  This  muscular  strain  and  distress 
soon  disappeared  and  under  oculo-didactic  training, 
as  indicated  in  Rules  4,  5  and  7,  glasses  were  dis- 
carded. 

Case  7. 

A  stutterer,  whose  eyes  had  been  pronounced  "O.  K." 
came  under  Oculo-didacti'c  treatment,  was   fitted  with  tem- 


OCULO-DIDACTICS  55 

porary  glasses,  which  with  suitable  Oculo-didactic  training 
enabled  her  to  articulate  without  stuttering.  After  twelve 
months  Oculo-didactic  training,  she  discontinued  the  glass- 
es and  was  permanently  relieved  of  her  impediment. 

While  the  vision  of  each  eye  was  pronounced  *'0. 
K.",  there  was  a  hypersensitive  spasmodic  tension  of 
one  of  the  superior  recti  muscles,  which  was  relieved 
by  resorting  to  a  weak  prism,  and  the  muscle  im- 
proved in  function  by  oculo-didactic  training.  The 
vocal  functions  eventually  became  normal.  The  train- 
ing in  this  case  was  along  the  line  indicated  in  gen- 
eral Oculo-didactic  Rules  1  to  10. 

Case  8. 

A  medical  doctor  tried  many  '"regular"  practitioners. 
His  distance  correction  was  in  accord  with  optometric  find- 
ings and  the  usual  muscle  tests  showed  no  discord.  Prism 
segments  were  prescribed  and  Oculo-didactic  training  be- 
gun. In  o.ne  year  he  discarded  the  segments  and  had  no 
further  trouble. 

The  discord  in  this  case  was  evidenced  when  read- 
ing. When  the  eyes  were  put  to  a  continued  test  in 
that  function  they  revealed  an  insufficient  endurance 
of  one  inferior  rectus,  which  was  relieved  by  prism 
segments.  By  suitable  training  the  muscle  was  de- 
veloped to  perform  its  function  continuously,  and  the 
segments  discarded. 

Case  9. 

A  woman  teacher  became  a  nervous  wreck  and  was  sent 
to  the  state  hosipital  for  the  insane,  after  oculists  and  "rule" 
optometrists  had  pronounced  her  eyes  "all  right."  Oculo- 
didactic  training  relieved  certain  eye  strain  and  enabled  her 
to  resume  teaching. 

Was  due  to  discordant  relationship  of  the  ocular 
muscles  and  hyper-nervous  tension ;  and  by  the  use 
of  prisms  to  relieve  and  training  to  develop  functional 


56  OCULO-DIDACTICS 

activity,   the    nervous   disturbance   soon    disappeared. 
Exercises  4  to  10  were  employed  in  this  case. 

Case  10. 

In  a  village  school  were  two  cousins,  both  wearing  + 
.75  lenses  prescrilDed  by  an  oculist  who  pronounced  their 
eyes  to  be  "exactly  alike,"  and  called  "hyperopia."  Accord- 
ing to  Oculo-didactics,  they  were  both  cases  of  Aoropia,  ano 
glasses  were  unnecessary  beyond  the  temporary  use  of  very 
weak  lenses  at  times  when  studying.  One  of  the  boys  chose 
Oculo-didactics;  the  other  decided  to  "stick  to  his  glasses," 
as  he  put  it.  Some  three  years  later,  both  boys  appeared  at 
a  Teachers'  Institute.  The  Oculo-didactic  boy  had  excellent 
eyes  in  every  respect.  He  had  not  used  his  glasses  except 
during  the  school  year  when  they  were  fitted.  The  other 
boy  was  wearing  -f  1.25,  fitted  by  the  same  oculist  who  fit- 
ted the  first  lenses  to  the  two  boys. 

These  cases  were  tested  in  the  usual  way,  but  they 
appeared  rather  immature  for  their  ages.  The  ac- 
commodation was  tested  with  minus  lenses  and  evi- 
denced a  reserve  range  of  ciliary  action ;  therefore 
the  insufficiency  was  in  the  endurance  of  accommoda- 
tion due  to  immaturity,  and  would  naturally  be  out- 
grown as  the  subjects  matured  in  development. 


OCULO-DIDACTICS  IN  GENERAL  PRACTICE. 

s  s  s 

CHAPTER  VL 

To  indicate  something  as  to  the  possible  range 
wherein  Oculo-didactics  can  at  times  be  made  a  fac- 
tor in  results,  a  brief  reference  to  some  of  the  ab- 
normal conditions  follow;  several  of  these  conditions 
are  often  found  in  combination  and  thus  become 
more  or  less  complicated  as  to  the  oculo-didactic 
bearings,  but  the  universal  principles  remain  the 
same. 

Amblyopia  or  dimness  of  vision,  may  be  congenital 
or  due  to  organic  disease  of  eye,  or  acquired  by  toxic 
effects  of  drugs,  such  as  quinine.  This  condition  is 
seldom  much  influenced  by  resorting  to  oculo-didac- 
tics, but  there  are  cases  in  which  the  eyes  are  affeced 
from  alcoholic  stimulants,  tobacco,  or  non-use,  when 
by  co-ordinating  such  eyes  with  lenses  combined 
with  suitable  training,  vision  may  be  partially  or 
wholly  restored. 

Toxic  amblyopia  calls  for  a  discontinuance  of  the 
drug  causing  the  effect,  and  if  not  too  far  advanced, 
suitable  training  may  restore  more  or  less  vision. 

Asthenopia  may  be  due  to  the  physical  condition 
of  the  being,  discordant  state  of  the  ocular  muscles, 
or  to  errors  of  refraction.  In  many  cases  suitable 
muscular  exercises  give  relief.  The  eye  is  a  part  of 
the  entire  being  and  cannot  be  strong  and  efficient 
when  the  body  is  feeble;  therefore,  it  is  dependent 
upon  the  physical  condition.  Overtaxation  demands 
rest  to  reinstate  normal  vitality,  followed  by  suitable 


58  OCULO-DIDACTICS 

exercise  to  develop  muscular  power  and  endurance, 
so  as  to  be  better  prepared  to  perform  its  functions. 

Aoropia  (a-o-ro'-pia)  :  This  condition  of  subnormal 
refraction  due  to  immaturity,  will  usually,  under  or- 
dinary experiences,  be  outgrown  during  the  formative 
period,  and  seldom  requires  any  aid,  other  than  rea- 
sonable care  and  suitable  use. 

For  many  years  the  author  has  noticed  numerous 
cases  of  so-called  ''Hypermetropia"  in  children's  eyes, 
due  to  immature  or  undeveloped  conditions,  which  he 
considers  are  naturally  outgrown  as  a  child  matures. 
Hypermetropia  is  said  to  be  the  result  of  abnormal 
eyeball.  The  author  ventures  to  depart  from  the 
popular  view  and  to  class  such  refraction  of  children's 
eyes  as  "Aoropia,"  to  signify  an  undeveloped  state  of 
refraction  which  will  naturally  become  typic  under 
oculo-didactic  training,  and  often  under  ordinary  con- 
ditions of  normal  development. 

Aoropia  so  closely  resembles  the  refraction  which 
characterizes  Hypermetropia  that  writers  have  per- 
sistently classed  it  as  the  latter.  Valk  says:  "All 
eyes  are  born  hyperopic."  Ely  says:  "Nearly  all 
children  have  short  eyeballs."  Other  authorities  de- 
clare that  a  very  small  number  of  infants  have  normal 
eyes.  Valk  goes  on  to  say:  "I  think  I  have  shown 
in  my  remarks  upon  the  emmetropic  eye  that  this 
fiat  formation — or  hypermetropia  is  congenital."  While 
the  author  concedes  these  physiological  facts,  he 
takes  the  position  that  under  reasonable  conditions, 
the  eyes  of  infants  are  not  exempt  from  the  general 
law  of  physical  development,  and  that  under  proper 
conditions  a  large  majority  of  these,  if  not  all,  be- 
come normal  at  maturity.  The  condition  is  admitted- 
ly largely  due  to  lack  of  development,  hence  we  are 
inclined  to  the  view  that  this  insufficiency  in  refrac- 


OCULO-DIDACTICS  59 

tion  is  due  to  immature  condition  rather  than  to  ab- 
normally proportioned  eyeballs,  and  we  base  this 
opinion  upon  the  fact  that  we  have  examined, 
watched,  and  cared  for  the  eyes  of  many  thousands 
of  children  through  the  Aoropic  developmental  period. 
Aoropia  may  often  be  a  factor  combined  with  other 
conditions,  so  as  to  tend  to  indicate  a  temporary 
need  for  glasses;  therefore  good  judgment  should  be 
used  as  to  procedure  in  fitting  of  temporary  glasses, 
and  training. 

Astigmatism,  when  due  to  inequality  of  curvature 
of  the  different  meridians  of  the  cornea,  termed  cor- 
neal astigmatism,  may  be  greatly  benefited  by  oculo- 
didactics.  Astigmatic  conditions  caused  by  irregular 
muscular  action  which  distorts  the  lens,  classed  as 
lenticular,  may  also  be  benefited. 

A  gentle  pressure  upon  the  lid  of  a  closed  eye  while 
rotating  the  other  eye,  tends  to  modify  an  irregular 
surface  of  the  cornea  of  the  eye  pressed  upon.  Daily 
repetition  of  such  practice  will  in  time  effect  a  mani- 
fest decrease  of  the  astigmatic  condition.  Suitable 
prism  lenses  and  muscular  exercises  may  reduce  many 
cases  of  lenticular  astigmatism.  Almost  invariably 
oculo-didactics  will  reduce  the  degree  of  corneal  astig- 
matism. 

Asynergy,  or  faulty  co-ordination  of  parts,  or  mus- 
cles normally  acting  in  unison,  may  impose  extra  tax 
upon  some  part  of  the  eye  so  as  to  cause  slight  or 
serious  effects.  Here  the  best  skill  of  the  optometrist 
is  required  to  secure  harmony  and  relief.  Oculo- 
didactics  has  been  resorted  to  in  many  such  cases 
with  beneficial  results. 

Copiopia,  or  eye  fatigue,  may  be  due  to  excessive 
use  of  eyes,  or  muscular  rigidity,  or  the  physical  con- 


60  OCULO-DIDACTICS 

dition.  Such  cases  may  call  for  pathological  con- 
sideration, and  skilled  adjustment  of  glasses.  Rest 
is  essential  before  oculo-didactic  exercises.  Excessive 
rigidity  of  muscles  may  not  give  rise  to  any  manifest 
local  discomfort,  but  is  liable  to  lead  to  fatigue  when 
it  involves  the  eye  function.  Cramped  or  rigid  mus- 
cles can  usually  be  relieved  by  the  application  of  hot 
water  for  some  ten  minutes,  previous  to  examination. 
Suitable  muscular  training  is  often  beneficial. 

Diplopia  is  frequently  due  to  a  muscular  imbalance 
which  deranges  the  relationship  of  the  two  eyes. 
Oculo-didactic  training  is  often  serviceable. 

Ophthalmagia.  There  are  various  kinds  of  neuro- 
pains,  such  as  anemic,  malarial,  gouty,  rheumatic, 
syphilitic,  diabetic,  toxic,  hysteric,  and  reflex.  Some- 
times, when  the  intercostal  nerve  is  associated  so  as 
to  disturb  the  visual  function,  a  brisk  rubbing  of  the 
face  and  forehead,  and  rotary  exercise  of  eyes,  as  in- 
dicated in  general  oculo-didactic  training  to  follow, 
to  stimulate  circulation,  can  be  beneficially  employed. 

Myopia.  Excessive  refraction  may  be  due  to  an 
abnormally  long  antero-posterior  diameter  of  the 
globe,  whereby  the  focal  image  is  formed  in  front  of 
the  retina.  It  is  so  described  in  ophthalmology  and 
optometry.  Oculo-didactics  teaches  that,  to  some  ex- 
tent, myopia  is  an  over-developed  refractive  power 
brought  about  by  excessive  use  of  eyes  at  short  range, 
causing  myotonia  tension  and  myopic  state.  Oculo^ 
didactics  will  prevent  this  in  many  cases. 

There  are  cases  on  record  where  suitable  oculo- 
didactic  exercises,  something  like  those  in  general 
oculo-didactic  rules,  1  and  2,  to  follow,  have  greatly 
reduced  high  degrees  of  myopia.  A  professor  in  the 
State  University  of  South  Dakota,  was  wearing  a  — 
6.50  — -  2.00  ax.  180  O.  U.,  fitted  under  mydriasis.  The 


OCULO-DIDACTICS  61 

vision,  with  this  correction,  when  the  patient  first 
came  under  the  author's  observation,  was  20/30  or 
65%  normal  vision.  This  correction  was  gradually 
reduced  over  a  period  of  years  until  his  correction 
was  —  2.00  with  a  —  1.00  cylinder  Avith  vision  20/15, 
an  average  of  135%.  The  eyes  were  much  more  com- 
fortable than  formerly,  and  all  this  w^as  accomplished 
after  the  age  of  thirty-eight,  which  would  naturally 
make  results  slower  in  effect.  In  brief,  this  case 
showed  an  improvement  in  acuity  of  vision  as  65% 
to  135%,  to  say  nothing  of  the  comfort.  While  this 
is  an  exceptional  case,  it  serves  to  illustrate  the  range 
that  is  possible  in  some  cases. 


OCULO-DIDACTIC  PROCEDURES. 

s  s  s 

CHAPTER  VII. 

There  are  numerous  "errors"  and  combinations 
which  in  some  way,  more  or  less  involve  muscular 
fibre  and  nerve  energy  of  eyes.  In  a  large  per  cent 
of  muscular  fibre  complications,  Oculo-didactics  can 
be  made  more  or  less  serviceable  in  attaining  bene- 
ficial results.  Perhaps  the  heterophoric  class  is  the 
most  favorable  from  which  to  draw  a  clear  illustra- 
tion of  the  principle  of  applying  Oculo-didactics,  be- 
cause professionals  are  more  familiar  with  extrinsic 
muscle  insufficiencies.  As  to  the  mode  of  procedure 
in  the  Heterophorias,  suppose  the  eyes  are  exophoric; 
this  would  indicate  a  spasmodic  state  of  the  external, 
or  an  insufficiency  of  the  internal  rectus  muscle.  Then 
comes  the  question  as  to  the  physical  ability  and  the 
potential  energy  of  eye  structure. 

Asthenopia  or  fatigued  state,  would  indicate  a 
palliative  course  with  lenses  to  mechanically  relieve 
the  muscular  strain,  and  thus  aid  Nature  in  restor- 
ing the  natural  tonus  of  muscular  structure.  The 
period  of  rest  will  depend  much  upon  the  individual's 
state  of  vitality,  the  amount  to  overcome,  and  experi- 
ence. Oculo-didactic  training,  which  in  this  case 
would  in  part  consist  in  closing  one  eye  and  with 
the  other,  fix  the  line  of  sight  upon  any  piece  of 
printed  matter  held  directly  in  front  of  the  eye,  with 
a  firm  resolve  to  read  it  correctly  and  as  rapidly  as 
possible.  Move  the  print  toward  the  nose  in  line  of 
the  weak  muscle,  so    as    to    contract    the    muscular 


64  OCULO-DIDACTICS 

fibres.  Then  proceed  to  rotate  the  print  as  indicated 
on  the  Oculo-didactic  chart,  around  to  the  starting 
point.  Commence  again  and  turn  the  eye  inward  as 
far  as  possible  and  then  rotate  as  before,  only  in  the 
reverse  direction.  Repeat  over  one  way  and  back 
the  other  from  three  to  five  times,  then  change  to  the 
other  eye  and  proceed  in  like  manner. 

Thus  any  of  the  ocular  muscles  can  be  exercised 
and  by  daily  practice  for  a  few  moments  each  morn- 
ing while  the  eyes  are  free  from  weariness,  there  will 
surely  follow  results.  But,  it  is  a  growth  and  cannot 
be  accomplished  all  at  once. 

Now,  what  can  be  efifected  by  such  an  exercise? 
First,  the  eye  that  is  open  and  rotated  is  moved  by  the 
exercise  of  the  ocular  muscles  and  thereby  increases 
flexibility  and  amplitude  of  the  muscles  and  thus 
benefits  the  insufficient  muscle.  It  also  tends  to  de- 
crease the  general  muscular  rigidity,  distress  and  fa- 
tigue, which  is  more  prevalent  than  generally  under- 
stood. 

The  gentle  pressure  on  the  lid  of  the  closed  eye  will 
increase  the  friction  of  the  globe  in  the  orbit.  As  the 
open  eye  moves  it  requires  more  nerve  energy  and 
muscular  power  to  overcome  the  resistance,  and  there- 
by increases  the  power  of  action.  It  also  tends  to 
equipoise  corneal  curvature  and  thus  decrease  the  as- 
tigmatic tendency.  In  some  cases  it  has  produced  very 
marked  results. 

In  this  exercise,  attention  is  called  to  the  use  of 
printed  matter,  simply  because  it  brings  out  the  action 
of  mind  and  will,  demanded  to  read  it  correctly  and 
rapidly.  In  all  successful  training  one  must  ener- 
getically exercise  mental  purpose,  will  energy  and 
muscular  action. 

Along  this  principle  of  acting  upon  muscle  fibres 


OCULO-DIDACTICS  65 

an  efficient  specialist  can  readily  devise  some  suitable 
procedure  to  train  any  desired  part  of  the  muscular 
structure;  but  in  ordinary  training,  the  Oculo-didactic 
Charts  to  be  shown  later,  are  convenient,  as  the  pa- 
tient can  more  readily  understand  in  just  which  direc- 
tion to  rotate  from  the  center  to  exercise  various  mus- 
cles, and  how  to  direct  the  movements  as  he  reads  the 
letters  and  figures.  The  Charts  are  especially  useful 
in  training  the  eyes  of  children. 

To  aid  the  less  thoughtful  in  arriving  at  an  under- 
standing of  Didactics  as  applied  in  eye  training,  the 
general  exercises  are  submitted.  These  are  primarily 
intended  for  eyes  of  normal  tendency,  with  no  mani- 
fest defects,  but  may  be  used  to  advantage  in  connec- 
tion with  special  exercises  by  omitting  or  regulating 
the  movements  that  tend  to  overtax  the  weaker  parts. 

In  referring  to  Oculo-didactics  for  consideration  in 
optometric  practice,  the  operator  must  consider  the 
fact  that  there  is  no  one  line  of  procedure  which  em- 
braces every  case.     It  is  a  universal  principle  that  no 
matter  how  valuable  any  one  agent  or  mode  of  pro- 
cedure may  be,  it  becomes  a  fad,  and  at  times  danger- 
ous, when  blindly  employed  to  the  exclusion  of  all 
other  health  adjuncts,   and  this  is  evidenced   in  the 
tendency  of  ophthalmologists  to    use    drugs    or    the 
knife — or  of  optometrists  to  use  lenses,  without  a  full 
survey  of  fundamental  principles  and  conditions  in- 
volved in  individual  cases. 

Among  symptoms  which  should  be  observed  by  the 
Oculo-didactic  specialist — symptoms  which  point  to 
the  need  of  special  training,  even  tho'  the  eyes  may 
be  found  entirely  emmetropic,  and  not  usually  con- 
sidered when  looking  for  refractive  errors  are: 

A  wavering  and  unsteady  gaze. 

Turning  the  head  sidewise  when  fixing  the  gaze. 

Tendency  to  close  one  eye. 


66  OCULO-DIDACTICS 

Muscular  contraction  of  facial  muscles  when  look- 
ing. 

One  side  of  the  face  higher  than  the  othen 

One  side  of  the  face  farther  forward  than  the  other. 

General  manifest  lack  of  interest  when  looking  at 
objects. 

General  aversion  to  study. 

Watering  of  the  eyes. 

Drowsiness. 

Nervousness. 

Digestive  disturbance  when  taxing  the  eyes. 

Unreasonable  dislike  to  certain  persons  or  things. 

Elevated  eyebrows  with  expressionless  face. 

Failure  of  upper  lids  to  follow  eyeballs  in  looking 
down. 

Another  important  factor  that  can  often  be  traced 
to  primary  experiences  is  a  tendency  of  individuals  to 
hesitate  in  a  state  of  tension.  In  every  muscular  ac- 
tion there  are  two  sets  of  muscles  exercised ;  one,  the 
positive  or  propelling  muscles — the  other  the  negative 
or  antagonistic,  to  modify  or  govern ;  and  when  there 
is  a  state  of  hesitancy  in  action,  there  is  usually  an 
overtension  on  the  secondary  or  modifying  muscles 
which  tend  to  rigidity  and  strained  relationship  of 
the  eye  muscles.  It  has  been  the  practice  of  the  author 
to  have  each  patient  write  his  name.  Here  this  mus- 
cular rigidity  will  quickly  manifest  itself  in  the  cramped 
fingers  and  hand.  This  rigidity  and  muscular  discord 
are  evidenced  in  many  cases  of  eye  strain,  where  other- 
wise the  eyes  are  in  excellent  condition  and  without  re- 
fractive error. 

Every  varying  mood  of  thought  or  of  feeling  has 
an  influence  upon  the  whole  being  and  the  complicated 
apparatus  formed  by  the  nerves  and  muscles  of  the 


OCULO-DIDACTICS  67 

eyes,  cause  many  times  more  serious  eye  strain  than 
all  ordinary  errors  of  refraction  which  can  derange  the 
vision.  This  being  true,  one  can  better  estimate  the 
benefit  to  be  derived  from  Oculo-didactics  or  suitable 
training  when  conducted  under  the  supervision  of  a 
competent  Oculo-didactic  specialist. 

The  movement  exercises,  like  those  in  a  gymnasium 
for  physical  culture  are  for  securing  freedom  and 
power  of  muscular  action,  and  nerve  activity  as  well 
as  for  increasing  circulation  and  endurance. 

Owing  to  pathological  conditions,  especially  when 
any  part  of  the  eye  is  over-taxed,  or  fatigued,  there 
needs  to  be  discretion  exercised,  but  when  there  is  a 
source  of  energy,  lack  of  activity,  or  insufficiency  due 
to  indolence,  activities  are  a  source  of  growth,  power 
and  endurance.  Hence  much  depends  upon  the  na- 
ture of  the  individual.  Strong,  robust,  healthy  per- 
sons can  be  handled  much  more  energetically  than 
can  feeble  neurotic  individuals. 

In  animal  organism,  there  is  an  inherent  predispo- 
sition to  restlessness,  hence  action  and  those  activities 
independent  of  mind  and  will  are  the  involuntary  ones 
upon  which  existence  depends.  Those  activities  in 
obedience  and  submission  to  mind  and  will  dictation 
are  voluntary  and  are  the  ones  upon  which  eye  move- 
ments are  largely  dependent  in  their  achievements. 

Activities  in  the  sense  of  operations  to  achieve 
actuates  growth  of  the  parts  brought  into  action  and 
promotes  skill,  endurance,  and  power,  and  is  an  im- 
portant factor  in  eye-culture.  The  organism  is  cap- 
able of  great  increase  in  strength,  ease,  rapidity  and 
skill  in  doing  according  to  habitual  exercises,  when  it 
embraces  quality,  quantity  and  continuity  of  action 
within  the  range  of  its  aptitude.     The  aptitudes  are 


68  OCULO-DIDACTICS 

inherent  capabilities  and  the  developments  by  activi- 
ties are  a  series  of  upheavals. 

The  activities  cause  an  increase  of  stimuli  in  nerve 
energy,  and  an  increased  flow^  of  blood  to  the  active 
parts,  thus  increasing  the  oxidization,  relieving  con- 
gestion and  increasing  muscular  power  and  action. 
Activity  differs  widely  in  results  in  different  individ- 
uals, but  discipline  of  the  muscular  structure  of  any 
organ  will  usually  improve  flexibility  in  extension 
movements  and  power  in  contraction,  accelerate  cir- 
culation and  increase  oxidizing  action,  while  inac- 
tion tends  to  weakness  and  atrophy  of  the  parts  in- 
volved whether  it  is  from  forced  disuse  or  from  vol- 
untary non-action,  and  this  holds  good  in  the  ex- 
trinsic and  ciliary  muscles  of  the  eye. 


GENERAL  OCULO-DIDACTIC  EXERCISES. 

a  a  a 

CHAPTER  VIII. 

No.  1.  Direct  a  steadfast  attention  upon  some  distant  ob- 
ject and  with  a  determined  will,  strive  to  see  all  of  the 
distinguishing  details  correctly.  Carefully  and  determinedly 
exercise  the  judgment  in  estimating  the  size,  shape,  color, 
location,  distance,  and  all  peculiarities  so  as  to  be  able  to 
describe  the  objects  accurately  and  fully. 

This  exercises  the  relation  of  mind,  will  and  eye  in 
seeing  distant  things.  It  is  a  reaching  out,  and  the 
accommodation  of  parts  to  range  of  vision.  It  de- 
velops greater  ease,  rapidity  and  accuracy  in  focus- 
ing the  eyes  upon  distant  objects,  and  it  also  prevents 
many  cases  of  acquired  myopia,  so  prevalent  among 
students.  It  is  also  a  source  of  relief  and  rest  to  the 
eyes  as  well  as  a  relaxation  of  mental  tension. 

No.  2.  Concentrate  attention  with  will  in  looking  at  va- 
rious Qibjects  at  different  distances,  changing  from  one  to 
another  and  range  from  the  most  remote  to  within  a  few 
inches  of  the  eye. 

This  disciplines  the  range  and  power  of  accommoda- 
tion to  more  readily  focus  the  eyes  U'pon  objects  at 
various  distances.  It  exercises  flexibility  and  con- 
tractility of  the  muscles,  and  improves  nerve  energy 
and  circulation  as  well  as  the  range  of  visual  field. 

No.  3.  Fix  the  gaze  upon  some  distant  object  directly 
in  front,  then  without  changing  the  position  of  the  head, 
turn  the  eyes  steadily  and  carefully  observe  distant  objects 
as  the  line  of  sight  sweeps  to  the  extreme  range  that  the 
eyes  will  turn;  then  reverse  the  course  and  in  like  manner 
observe  objects   as  the   eyes  are   turned   to   the   fullest   ex- 


70  OCULO-DIDACTICS 

tent  in  the  opposite  direction.  Then  exercise  the  eyes  in 
looking  upward  and  downward  to  the  fullest  range  of 
view,  without  raising  or  lowering  the  head. 

Such  exercises  discipline  the  associate  relation  of 
mind,  will,  nerve  energy,  circulation  and  muscular  ad- 
justment. 

No.  4.  Hold  a  small  object  directly  in  front  of  the  face, 
say  some  twelve  inches  from  the  eyes.  Fix  the  attention 
and  sight  steadfastly  upon  the  object,  then  turn  the  head 
steadily  and  as  far  as  possible  in  one  direction,  say  to  the 
right,  and  retain  a  steadfast  view  of  the  object.  Now  turn 
to  the  left.  Follow  the  same  proceeding,  up  and  down. 
Then  rotate  and  swing  the  face  in  a  circular  motion  up, 
left,  down  and  on  to  the  right.     Then  reverse  the  order. 

This  exercise  drills  the  involuntary  adjustment  of 
the  eyes  and  muscular  action  of  the  neck,  and  relieves 
that  rigidity  which  often  leads  to  distress.  It  also 
disciplines  the  associate  relation  of  ocular  muscles 
with  accommodation. 

No.  5.  Drill  the  eyes  by  voluntarily  closing  the  lids  of 
each  eye,  while  holding  the  lids  of  the  fellow-eye  open  and 
looking  at  some  object  with  intent  to  see  it  fully. 

This  exercise  develops  independent  activity  of  lids 
and  relieves  much  of  the  relative  rigidity  evidenced 
in  inability  to  close  either  eye  and  open  the  other  with 
equal  ease. 

No.  6.  Close  the  lids  of  one  eye  and  exercise  the  asso- 
ciate eye  as  mentioned  in  exercises  one,  two  and  three, 
then  change  to  the    other  eye  in  like  manner. 

This  drill  develops  independent  eye  action,  secures 
greater  flexibility  for  associate  adjustment  of  the  two 
eyes  and  tends  to  exercise  activity  of  both  sides  of 
brain. 

No.  7.  Hold  the  head  steady,  close  one  eye,  then  with 
one  hand   move  a  small  object  in  a  circular   course  so  as 


OCULO-DIDACTICS  71 

to  exercise  a  full  turn  of  the  eye  ball  in  order  to  see  it. 
Then  reverse  the  order  and  repeat  a  few  times.  Then 
change  to  other  eye  and  exercise  in  like  manner. 

This  increases  independent  activity  to  act  in  obe- 
dience to  mind  and  will.  In  cases  of  corneal  astigma- 
tism, a  gentle  pressure  with  a  wad  of  cotton,  or  some 
other  flexible  -pad,  upon  the  closed  lid,  as  the  globe  is 
rotated,  tends  to  true  the  surface  of  the  corneal,  es- 
pecially in  the  eyes  of  children. 

No.  8.  Hold  two  small  objects  directly  in  front  of  the 
face  and  fix  a  continuous  gaze  upon  them,  move  them  slowly 
and  steadily  apart,  one  to  the  right,  and  the  other  to  the 
left,  and  follow  the  right  object  with  the  gaze  of  right  eye 
and  the  other  object  with  the  gaze  of  the  left  eye.  Move 
them  in  various  ways,  and  exert  will  to  follow  one  object 
with  one  eye,  and  the  other  with  the  opposite  eye. 

This  disciplines  the  field  of  vision  to  perceive  and 
conceive  more  than  one  object  at  the  same  time.  Ex- 
ercise in  viewing  two  objects  at  the  same  time  tends 
to  develop  ability  in  complex  observation. 

No.  9.  Fix  the  line  of  sight  upon  some  object  directly  in 
front  of  the  face,  then  move  the  hands  from  back  of  a  line 
with  the  ears  forward  slowly  until  the  movements  of  the 
fingers  can  be  seen  without  changing  the  line  of  sight. 
Then  exercise  similar  tests  from  over  and  under  the  eyes, 
also  from  other  angles. 

This  stimulates  the  peripheral  edge  of  the  visual 
field,  which  is  not  as  acute  or  reliable  as  the  central 
portion.  In  this  way  peripheral  vision  can  be  im- 
proved in  time. 

No.  10.  Hold  two  cards,  with  a  hole  in  each,  in  front  of 
the  eyes,  then  move  them  slowly  in  various  oposite  direc- 
tions* as  far  as  the  line  of  sight  can  be  independently  directed 
through  the  resipective  holes  for  each  eye. 

This  serves  to  exercise  independent  action  and  per- 
cept of  each  eye. 


CHAS.  H.  TAYLOR'S 

Oculo-Didactic   Charts 

Chart  No.  1 

For  Special  Training  and  Exercises  of  Various  Muscles. 

q  An  original  and  unique  chart  for  special  eye 
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and  of  accommodation,  jt  By  special  letter  and 
figure  arrangements  the  essential  factors  of 
mind  and  will  exercise  urged  by  Dr.  Taylor  are 
accomplished  simultaneously,  with  exercise  of 
extrinsic  muscles.  The  arrangement  and  di- 
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Chart  No.  2 

For  General  Eye  Training. 

^  This  is  a  7x  1 1  chart  on  heavy  board  with 
ten  half  tones  from  original  poses,  under  the 
supervision  of  Dr.  Taylor,  illustrating  ten  differ- 
ent movements  used  by  the  author  in  general 
eye  exercises,  in  office,  homes  and  schools. 
Full  and  complete  instructions  with  each.  An 
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Nothing  like  it  on  the  market.  Jt  Jt  Jk 
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